![](\"https://cdn.evbuc.com/eventlogos/161631681/aacbootcampschedulethursfri.jpg\")
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
![](\"http://www.discoveraac.org/wp-content/uploads/2015/07/Parent-Intervention-Infographic1.jpg\")
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
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2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
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We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
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","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
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Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
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For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
As clinicians/therapists/students/parents working with individuals with severe communication deficits, we strive to identify functional goals for communication. Requesting help, knowing personal information, answering basic questions and communicating to share enjoyment is essential in the quality of life. However, I pose this question to anyone working with/living with an individual having severe communication deficits: how often is play a focus of your session/schedule/routine? My initial guess is that play (of all forms) is not a consistent focus in the development of communication skills. After all, let’s face it, without meaningful language to help facilitate play, it can be difficult to incorporate and target play skills.
After working for 17 years in the outpatient setting at Cincinnati Children’s Hospital, and specializing in severe communication/behavior based diagnoses, I have come to understand that targeting play skills can be hard. However, as difficult as it can be to play, it is an incredibly important developmental area to address.
In the following series of posts I will: Identify skills and activities noted in the following levels of the Communication Matrix:
o I Preintentional Behavior
o II Intentional Behavior
o III Unconventional Communication
o IV Conventional Communication
Prior to the next post in this series, I ask that you identify one individual that you live, work, teach who demonstrates limited play skills/play repertories and does have a severe communication deficit. Begin to observe the individual from a “play/leisure” perspective. When that individual is left on their own, what do they do to occupy their time? The answer cannot be, “nothing”! Everyone is doing something: i.e., is the individual tapping their fingers on a table tray, pacing around the room, bouncing in their seat, twirling string, hitting themselves on their legs, etc.
Keep those observations close, as we will revisit those observations in a future post.
Working in a large, outpatient, pediatric hospital as a speech language pathologist specializing in severe behavior, severe autism and developmental disabilities, I will be honest in that there have been times I have wondered if my goals are helping this patient/family. After having my own child, I realized how much bonding and shared enjoyment occurs throughout the day that is embedded with play and/or leisure activities. One day this idea stuck in my brain and I couldn’t shake it. As I engaged in pretend play with my daughter during a nature hike (as we pretended to be mountain lions) and talked about what animals we might find, discussed the nature around us and even labeled the way to move through our playscape (run, walk, giant steps) it hit me: many of the families I work with on a daily basis do not get to experience the joy of an afternoon playing with their child. Without giving due respect to the physical limitations that may make play schemes challenging, I was stuck by how much of the play I was engaging in with my daughter was layered with language. It was at that moment that I began my personal mission of identifying play activities that could be enjoyed and easily replicated by patients and families. I am excited to share practical play ideas in a future post.
My focus for this post is to discuss and define critical play skills. Just as in any other area of development, the play skills of individuals with severe communication disabilities can be scattered. However, as in the development of other cognitive skills, it is important that the hierarchy of play skills are being addressed. As research has demonstrated, and continues to demonstrate, play skills have a high correlation to language development. Research has documented that first word acquisition is associated with the emergence of both symbolic and self-pretend play (pretending to feed oneself by taking “bite” out of a block) as well as in pretend play with others (feeding a dinosaur a tree). While the combing of words is associated with combining actions in symbolic play such as taking a bite from a block and then giving the dinosaur a bite from the same block.
To discuss/identify and target the progression of play skills is a complex undertaking. For this post, the focus will be on core primary play/language skills. The skill levels discussed will fall within the Preintentional Behavior, Intentional Behavior, Unconventional Communication and Conventional Communication levels of the Communication Matrix.
When considering goals for individuals with severe communication impairments, joint attention is often an early and critical target that incorporates play and communication skills. Joint attention in the simplest form is shared attention between 2 communication partners. It is through joint attention that individuals begin to communicate (grunting, eye gaze to an object, reaching for an object). Joint attention skills are critical in early language development. Joint attention skills are also essential in later developing language (social rules, pragmatics of language, and theory of mind).
When joint attention skills are impacted, it may be helpful to further dissect the concept into more specific domains: protodeclarative joint attention and protoimperative joint attention skills. Protodeclarative joint attention is a social interaction used for the social intent of sharing attention. This could be communicated in the form of gestures, pointing to objects, through vocalizations, or via shared interest in an outside object (eye gaze shifted from object to communication partner, then eye gaze shifted back to outside object of interest). Protodeclarative joint attention attempts are made with the goal of engaging another communication partner into an exchange. Protodeclarative attention is significant in that it marks a shift in cognitive-linguistic development, usage demonstrates the individual’s conscious intent to initiate social interaction and establish joint attention to an object, action, or communication partner.
Protoimperative joint attention is related to making requests. This type of gesture or vocalization is produced with the intent of the communication partner to obtain a desired object. For example protoimperative joint attention could be noted when an individual guides a communication partners hand to reach a toy which is out of reach. This can be seen as requesting a behavior (for the adult to give the toy to the child).
After joint attention has been established, the focus of play can turn to imitation. Through imitation, individuals learn about actions and intentions of others’. Deferred imitation is correlated to memory recall and an individual’s ability to produce actions based on stored mental representations of social events and action sequences. It has been theorized that a failure to engage in early social imitative play may directly impact the development of social reciprocity, and later developing theory of mind abilities.
There are specific types of imitation to address, imitation of object use (stacking blocks, hitting a drum), imitation of actions (clapping hands, using hand play in songs), imitation of functional objects (using a cup to give a baby a drink) and imitation of symbolic actions (using a block as phone). It is important to note that the imitation of functional objects is associated with receptive language development. While imitation of symbolic objects is associated with both expressive and receptive language skills. Now that critical joint attention and imitation skills have been discussed in depth, the next and final post in this series will discuss practical play schemes and identify potential play materials that can be used with individuals exhibiting severe communication disabilities.
Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
As clinicians/therapists/students/parents working with individuals with severe communication deficits, we strive to identify functional goals for communication. Requesting help, knowing personal information, answering basic questions and communicating to share enjoyment is essential in the quality of life. However, I pose this question to anyone working with/living with an individual having severe communication deficits: how often is play a focus of your session/schedule/routine? My initial guess is that play (of all forms) is not a consistent focus in the development of communication skills. After all, let’s face it, without meaningful language to help facilitate play, it can be difficult to incorporate and target play skills.
After working for 17 years in the outpatient setting at Cincinnati Children’s Hospital, and specializing in severe communication/behavior based diagnoses, I have come to understand that targeting play skills can be hard. However, as difficult as it can be to play, it is an incredibly important developmental area to address.
In the following series of posts I will: Identify skills and activities noted in the following levels of the Communication Matrix:
o I Preintentional Behavior
o II Intentional Behavior
o III Unconventional Communication
o IV Conventional Communication
Prior to the next post in this series, I ask that you identify one individual that you live, work, teach who demonstrates limited play skills/play repertories and does have a severe communication deficit. Begin to observe the individual from a “play/leisure” perspective. When that individual is left on their own, what do they do to occupy their time? The answer cannot be, “nothing”! Everyone is doing something: i.e., is the individual tapping their fingers on a table tray, pacing around the room, bouncing in their seat, twirling string, hitting themselves on their legs, etc.
Keep those observations close, as we will revisit those observations in a future post.
Working in a large, outpatient, pediatric hospital as a speech language pathologist specializing in severe behavior, severe autism and developmental disabilities, I will be honest in that there have been times I have wondered if my goals are helping this patient/family. After having my own child, I realized how much bonding and shared enjoyment occurs throughout the day that is embedded with play and/or leisure activities. One day this idea stuck in my brain and I couldn’t shake it. As I engaged in pretend play with my daughter during a nature hike (as we pretended to be mountain lions) and talked about what animals we might find, discussed the nature around us and even labeled the way to move through our playscape (run, walk, giant steps) it hit me: many of the families I work with on a daily basis do not get to experience the joy of an afternoon playing with their child. Without giving due respect to the physical limitations that may make play schemes challenging, I was stuck by how much of the play I was engaging in with my daughter was layered with language. It was at that moment that I began my personal mission of identifying play activities that could be enjoyed and easily replicated by patients and families. I am excited to share practical play ideas in a future post.
My focus for this post is to discuss and define critical play skills. Just as in any other area of development, the play skills of individuals with severe communication disabilities can be scattered. However, as in the development of other cognitive skills, it is important that the hierarchy of play skills are being addressed. As research has demonstrated, and continues to demonstrate, play skills have a high correlation to language development. Research has documented that first word acquisition is associated with the emergence of both symbolic and self-pretend play (pretending to feed oneself by taking “bite” out of a block) as well as in pretend play with others (feeding a dinosaur a tree). While the combing of words is associated with combining actions in symbolic play such as taking a bite from a block and then giving the dinosaur a bite from the same block.
To discuss/identify and target the progression of play skills is a complex undertaking. For this post, the focus will be on core primary play/language skills. The skill levels discussed will fall within the Preintentional Behavior, Intentional Behavior, Unconventional Communication and Conventional Communication levels of the Communication Matrix.
When considering goals for individuals with severe communication impairments, joint attention is often an early and critical target that incorporates play and communication skills. Joint attention in the simplest form is shared attention between 2 communication partners. It is through joint attention that individuals begin to communicate (grunting, eye gaze to an object, reaching for an object). Joint attention skills are critical in early language development. Joint attention skills are also essential in later developing language (social rules, pragmatics of language, and theory of mind).
When joint attention skills are impacted, it may be helpful to further dissect the concept into more specific domains: protodeclarative joint attention and protoimperative joint attention skills. Protodeclarative joint attention is a social interaction used for the social intent of sharing attention. This could be communicated in the form of gestures, pointing to objects, through vocalizations, or via shared interest in an outside object (eye gaze shifted from object to communication partner, then eye gaze shifted back to outside object of interest). Protodeclarative joint attention attempts are made with the goal of engaging another communication partner into an exchange. Protodeclarative attention is significant in that it marks a shift in cognitive-linguistic development, usage demonstrates the individual’s conscious intent to initiate social interaction and establish joint attention to an object, action, or communication partner.
Protoimperative joint attention is related to making requests. This type of gesture or vocalization is produced with the intent of the communication partner to obtain a desired object. For example protoimperative joint attention could be noted when an individual guides a communication partners hand to reach a toy which is out of reach. This can be seen as requesting a behavior (for the adult to give the toy to the child).
After joint attention has been established, the focus of play can turn to imitation. Through imitation, individuals learn about actions and intentions of others’. Deferred imitation is correlated to memory recall and an individual’s ability to produce actions based on stored mental representations of social events and action sequences. It has been theorized that a failure to engage in early social imitative play may directly impact the development of social reciprocity, and later developing theory of mind abilities.
There are specific types of imitation to address, imitation of object use (stacking blocks, hitting a drum), imitation of actions (clapping hands, using hand play in songs), imitation of functional objects (using a cup to give a baby a drink) and imitation of symbolic actions (using a block as phone). It is important to note that the imitation of functional objects is associated with receptive language development. While imitation of symbolic objects is associated with both expressive and receptive language skills. Now that critical joint attention and imitation skills have been discussed in depth, the next and final post in this series will discuss practical play schemes and identify potential play materials that can be used with individuals exhibiting severe communication disabilities.
Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
As clinicians/therapists/students/parents working with individuals with severe communication deficits, we strive to identify functional goals for communication. Requesting help, knowing personal information, answering basic questions and communicating to share enjoyment is essential in the quality of life. However, I pose this question to anyone working with/living with an individual having severe communication deficits: how often is play a focus of your session/schedule/routine? My initial guess is that play (of all forms) is not a consistent focus in the development of communication skills. After all, let’s face it, without meaningful language to help facilitate play, it can be difficult to incorporate and target play skills.
After working for 17 years in the outpatient setting at Cincinnati Children’s Hospital, and specializing in severe communication/behavior based diagnoses, I have come to understand that targeting play skills can be hard. However, as difficult as it can be to play, it is an incredibly important developmental area to address.
In the following series of posts I will: Identify skills and activities noted in the following levels of the Communication Matrix:
o I Preintentional Behavior
o II Intentional Behavior
o III Unconventional Communication
o IV Conventional Communication
Prior to the next post in this series, I ask that you identify one individual that you live, work, teach who demonstrates limited play skills/play repertories and does have a severe communication deficit. Begin to observe the individual from a “play/leisure” perspective. When that individual is left on their own, what do they do to occupy their time? The answer cannot be, “nothing”! Everyone is doing something: i.e., is the individual tapping their fingers on a table tray, pacing around the room, bouncing in their seat, twirling string, hitting themselves on their legs, etc.
Keep those observations close, as we will revisit those observations in a future post.
Working in a large, outpatient, pediatric hospital as a speech language pathologist specializing in severe behavior, severe autism and developmental disabilities, I will be honest in that there have been times I have wondered if my goals are helping this patient/family. After having my own child, I realized how much bonding and shared enjoyment occurs throughout the day that is embedded with play and/or leisure activities. One day this idea stuck in my brain and I couldn’t shake it. As I engaged in pretend play with my daughter during a nature hike (as we pretended to be mountain lions) and talked about what animals we might find, discussed the nature around us and even labeled the way to move through our playscape (run, walk, giant steps) it hit me: many of the families I work with on a daily basis do not get to experience the joy of an afternoon playing with their child. Without giving due respect to the physical limitations that may make play schemes challenging, I was stuck by how much of the play I was engaging in with my daughter was layered with language. It was at that moment that I began my personal mission of identifying play activities that could be enjoyed and easily replicated by patients and families. I am excited to share practical play ideas in a future post.
My focus for this post is to discuss and define critical play skills. Just as in any other area of development, the play skills of individuals with severe communication disabilities can be scattered. However, as in the development of other cognitive skills, it is important that the hierarchy of play skills are being addressed. As research has demonstrated, and continues to demonstrate, play skills have a high correlation to language development. Research has documented that first word acquisition is associated with the emergence of both symbolic and self-pretend play (pretending to feed oneself by taking “bite” out of a block) as well as in pretend play with others (feeding a dinosaur a tree). While the combing of words is associated with combining actions in symbolic play such as taking a bite from a block and then giving the dinosaur a bite from the same block.
To discuss/identify and target the progression of play skills is a complex undertaking. For this post, the focus will be on core primary play/language skills. The skill levels discussed will fall within the Preintentional Behavior, Intentional Behavior, Unconventional Communication and Conventional Communication levels of the Communication Matrix.
When considering goals for individuals with severe communication impairments, joint attention is often an early and critical target that incorporates play and communication skills. Joint attention in the simplest form is shared attention between 2 communication partners. It is through joint attention that individuals begin to communicate (grunting, eye gaze to an object, reaching for an object). Joint attention skills are critical in early language development. Joint attention skills are also essential in later developing language (social rules, pragmatics of language, and theory of mind).
When joint attention skills are impacted, it may be helpful to further dissect the concept into more specific domains: protodeclarative joint attention and protoimperative joint attention skills. Protodeclarative joint attention is a social interaction used for the social intent of sharing attention. This could be communicated in the form of gestures, pointing to objects, through vocalizations, or via shared interest in an outside object (eye gaze shifted from object to communication partner, then eye gaze shifted back to outside object of interest). Protodeclarative joint attention attempts are made with the goal of engaging another communication partner into an exchange. Protodeclarative attention is significant in that it marks a shift in cognitive-linguistic development, usage demonstrates the individual’s conscious intent to initiate social interaction and establish joint attention to an object, action, or communication partner.
Protoimperative joint attention is related to making requests. This type of gesture or vocalization is produced with the intent of the communication partner to obtain a desired object. For example protoimperative joint attention could be noted when an individual guides a communication partners hand to reach a toy which is out of reach. This can be seen as requesting a behavior (for the adult to give the toy to the child).
After joint attention has been established, the focus of play can turn to imitation. Through imitation, individuals learn about actions and intentions of others’. Deferred imitation is correlated to memory recall and an individual’s ability to produce actions based on stored mental representations of social events and action sequences. It has been theorized that a failure to engage in early social imitative play may directly impact the development of social reciprocity, and later developing theory of mind abilities.
There are specific types of imitation to address, imitation of object use (stacking blocks, hitting a drum), imitation of actions (clapping hands, using hand play in songs), imitation of functional objects (using a cup to give a baby a drink) and imitation of symbolic actions (using a block as phone). It is important to note that the imitation of functional objects is associated with receptive language development. While imitation of symbolic objects is associated with both expressive and receptive language skills. Now that critical joint attention and imitation skills have been discussed in depth, the next and final post in this series will discuss practical play schemes and identify potential play materials that can be used with individuals exhibiting severe communication disabilities.
Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
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Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
What is the Project?
This was a collaboration between the Community Vision Assistive Technology (AT) Lab, Portland State Speech & Hearing Department, Portland Parks & Recreation, and SUN Schools to create a local, affordable day camp that is accessible and welcoming to children with CCN who have physical disabilities. It was funded through a grant from the Oregon Scottish Rite in collaboration with Portland State Speech & Hearing Sciences Program.
Why was the Pilot Project Developed?
There are summer camps that specialize in AAC supports, which can be a fun and effective way for children who use AAC to have lots of opportunities to learn and use their AAC systems and for them to meet other AAC users! However, there are few camp opportunities in the Pacific NW for children with CCN to join their speaking peers within their own communities in an accessible and affordable program. Fees for attending SUN camps range between $52 - $80 for an entire week, with full scholarships available for those in financial need. These fees are far more affordable than private camps and, inclusion of children with CCN in camps based in their communities, is more equitable, given these are the same fees paid by other families in their neighborhood.
How the Project was Designed?
The Children:
6 children with CCN and physical disabilities signed up for the project. They had varying degrees of experience with their AAC systems, a variety of language levels, and diverse physical abilities. Their ages ranged from 6 – 10 years old. Examples of their AAC systems were: PRC Accent 1000 SGD, 84 cell Unity with direct selection; Go Talk Now app on iPad set up for direct selection in a 4 cell layout with a white board for quick choice making; Tobii Dynavox eye gaze SGD and large visual symbols for quick choice making; Go Talk Now app on iPad with high contrast symbols accessed with 2 switch step scanning or Partner Assisted Auditory Scanning; Auditory Scanning PODD book; multiple children used Partner Assisted Auditory Scanning; multiple children regularly used a Step-by-Step(SBS) communicator for quick, social participation.
Graduate Students:
4 SLP graduate students, who were interested in AAC clinical experience, and who had just completed the graduate AAC class, participated in the project. In addition to the Graduate AAC Summer Intensive class, they were provided with a day of orientation to look at specific AAC tools in the summer camp setting, and to learn about adapting activities and the environment. The orientation occurred on the Monday of the “Get-to-know-you Week” (GTKY Week – see below). Also, during the orientation day, the students were given information on each of the children with CCN, camp curriculum, and were tasked with thinking about possible adaptations to be trialed during the GTKY week.
Get-to-know-you (GTKY) Week:
The children attended three 1.5 hour pre-camp play sessions at the AT Lab in Portland. They were grouped according to age (3 younger children attended a morning session and 3 older children attended an afternoon session). This was arranged secondary to space constraints at the Lab but, retrospectively, was deemed beneficial to help the Grad students get to know the children’s physical access to activities and their AAC systems.During the GTKY week, the grad students worked 1:1 with the children, talked to parents and caregivers, and began exploring ways to adapt activities, and to learn each of their AAC systems. Specifically, the students practiced programming SBS communicators, anticipating this as a tool that could be frequently used in the camp setting. They also learned how to support Partner Assisted Auditory Scanning (PAAS), as this can be a difficult concept to grasp without practice.On the Friday of the GTKY week, the grad students and their supervisor visited the SUN Camp to see the environment teeming with campers and staff and to see how some activities were organized. The supervisor had done a site visit many months prior, but went to see how the space was organized with a camp day full of children and summer staff.
Camp Week:
The 6 children with CCN attended one week of regularly scheduled SUN camp at Faubion School in NE Portland, with the option to add additional weeks if they wanted. The 4 grad students worked with the children with CCN and also coordinated with Portland Parks & Rec Inclusion staff to train them on each of the campers’ specific communication supports and activity adaptations. Results of this adult-heavy set-up will be discussed in the reflections and next steps section
The first picture below shows an adapted art activity during GTKY Week, followed by the logos of our project partners, and a collage of pictures from camp.
Physical Accessibility
Faubion School is a newly built, very accessible space in NE Portland. It was chosen as one of the best site options because it is newly designed and open with large passage ways and activity/play areas. SUN camps were specifically chosen because the camp activities occur indoors with some outdoor time. Given the physical and medical status of the campers with CCN, a full outdoor program in potentially very hot summer conditions would not be feasible and could be dangerous for some of the children.
Picture 1 shows Faubion school
Picture 2, the playground
Privacy and Toileting
For some children with physical disabilities assisted transfers to a toilet are not possible. In these circumstances, a full sized changing table in a private restroom are needed. This is not yet a standard feature of even ADA accessible bathrooms. The AT Lab delivered a stand-alone changing table that was placed in a private ADA restroom so the campers could have privacy and appropriate accommodations.
Picture 3 is ideal set up for full sized changing table in private ADA restroom
Picture 4 is of the stand-alone changing table provided at the facility
Adaptations to Activities
Games & Sports
Many games were included as part of the curriculum. For children with significant motor challenges, they were reliant on partners for help participating but even small changes in placement or materials allowed them to participate with peers.
Picture 5: playing ball with soft, grippable ball
Picture 6: pool noodles for ‘light sabre’ fight
Picture 7: baseball with pool noodle & beach ball
Picture 8: basketball with a little partner support
Art Activities
Art was a big part of this camp. As with the sports and games, some children relied on partner support for participation; however, there was always a way to position or alter the activities so that everyone could participate!
Picture 9: a little protective plastic and shaving cream activity can be brought to a wheelchair tray
Picture 10: a little tape and a friend to make a bracelet
Picture 11: slant board & tape for drawing
Picture 12: a friend to hang art on the wall
Picture 13: A soft arm splint and stretchy rubber band allowed one camper, with muscle contractures to hold her own pen. Working with an OT and setting this up only for short periods is recommended.
Group Games
The campers liked to play group Hangman. Alternative Pencils and Step-by-Step (SBS) communicators allowed campers with CCN to participate in Hangman. Camp staff knew to call on a camper with CCN when their support person indicated that they were ready to guess a letter.
Picture 14: Hangman Participation
Morning Meeting
Each morning at 9:30, the campers would gather for attendance and go over the camp rules. A Step-by-Step (SBS) Communicator was programmed with ‘here’ for children who use AAC and made available for any other camper who wanted to use the SBS for attendance. The rules were not only spoken, but also signed and presented in symbol form. On the first day, the concept of different ways to communicate was introduced during morning meeting.
After the pilot project was completed, the SUN staff reported that they (and the campers) continued to use signs during Morning Meeting.
Picture 15: camp rules with symbols
Picture 16: SBS for ‘here’ and rules
Picture 17: first day intro to alternative communication during morning meeting (taught signs & explained AAC tools)
Picture 18: Some campers caught on and made their own adapted communication tools!
Many of the campers at SUN camp had never met children with CCN or children with significant physical challenges. Alternative communication methods were new to many of them. We began the week during the Monday Morning Meeting by explaining the different ways we all can communicate. The campers were all very interested and offered their thoughts and experiences. However, since the concepts were relatively new and this was the first day meeting the campers with CCN, if we had left interactions to simply develop ‘naturally’, it was quite likely that the campers with CCN would have remained on the edges of the activities. Most people who are unfamiliar with specific kinds of disability, can feel intimidated by wheelchairs, communication devices/tools, and are afraid they will do or say ‘the wrong thing’.
Additionally, since many of our campers with CCN also rely on a Personal Support Worker (PSW), the adult can unintentionally become a barrier instead of a bridge to peer interaction. Starting from the first day at camp, we were very purposeful about positioning children with CCN in the group and trained the PSWs (and Grad SLP students) to intentionally invite campers to come learn about the Assistive Technology tools and showed them how they could interact with the campers with CCN.
Some strategies might seem obvious, but it is amazing how the smallest details can make the difference between children with CCN simply being present and actually being integrated in to the group.
The following are some examples of intentional, small changes that can encourage integration and inclusion:
1. Intentional Seating: peers seated next to peers with adults behind, not between (see Picture 1)
2. Intentional Spacing: not grouping all the children with CCN together – this is especially important with wheelchairs, which can be a physical and psychological barrier (see Picture 2)
3. Bridging Communication with Technology: teaching the technology to all campers who were interested. By actively inviting campers to look at and learn about the technology, it increased comfort levels around disability and demystified assistive technology. Once the assistive technology (and the accompanying disabilities) were demystified, campers began organically forging friendships and becoming helpful partners when that was appropriate. (see Pictures 3 – 10)
Picture Explanations:
3 -4; teaching children how to program jokes on a SBS
5 -6; introducing and letting them try a camper’s eye gaze device;
7 – 9; campers beginning to take initiative programming SBS on their own with new friends with CCN
10; campers who were initially reticent to try assistive technology, eagerly & enthusiastically getting involved!
11 – 14; new friends made!
Planning Curriculum
The SUN camp staff were amazing and open partners in this project! However, after the pilot project, we had a debriefing meeting and it was agreed that it would be beneficial for us to co-plan curriculum for next summer. The pilot, overall, had a very positive impact but the staff felt a little overwhelmed learning the adaptations on the fly while they were implementing the curriculum that they had planned in the Spring. By co-planning curriculum, we would be able to imbed some ideas of adaptations from the outset. Assistive Technology (AT) and working with children with physical disabilities and CCN was not only new for the campers, it was also new for the staff. To increase their own familiarity and comfort with how to include all children and imbed use of AT, they felt that co-planning and building a relationship with us would greatly improve this process for them as professionals.
We are in the midst of setting out a plan for co-planning curriculum for the Summer of 2020.
Number of Adults & Goals
We quickly realized during the first day of camp, that there were far too many adults involved in the process. Since this was a pilot and there were a lot of partners involved in the project, erring on the side of too much support was preferred over too little support. In the next phase of the project we will want to streamline the support.
Specifically, there may be too many ‘goals’ trying to be addressed at once in the project. The goals were as follows:
1. Campers with CCN to have access to community-based camps and be meaningfully included
2. Campers at the local camps to feel more comfortable with disability and AT and to form friendships across perceived barriers
3. SUN camp staff to learn about and feel comfortable and confident in supporting children with CCN who use AT
4. Portland Parks & Rec staff to be trained and proficient on how to be a support person who helps bridge gaps for inclusion without unintentionally becoming a barrier
5. Graduate SLP students to gain AAC experience
The first 3 goals were, and continue to be, essential to the project. As we proceed, goals 4 & 5 will have to be prioritized since those are the goals that created ‘too many adults’ involved. There are benefits and drawbacks to each of the choices. The benefits of including the grad students is that this intensive, hands-on experience with AAC will likely be very beneficial to them as they transition in to their SLP professions, where they can continue to support children with CCN. We heard from one parent that she thought this was essential to the pilot project. The benefit of including the Parks & Rec staff instead of the grad students is that they could be available for multiple weeks in the summer should the children with CCN want to continue to attend camp. Another parent highlighted the importance of training the Parks & Rec staff. We are in the process of discussing the goals of the project with the involved stakeholders to determine our approach for Summer 2020.
Get to Know You Week
The pre-camp sessions were invaluable to the graduate students to have the time and space to learn specifics on each campers communication tools, learn how to adapt activities, and to prep the children with CCN on what to expect at camp (and to get to know the grad students who would be supporting them). Parents also gave feedback that this was an important and helpful component to the camp experience since it can take time to understand their child’s tools and cues.
Interviews
The YouTube Video below includes clips of feedback we received via interview on the SUN Camp Project (2 parents + 1 SUN staff)
What is the Project?
This was a collaboration between the Community Vision Assistive Technology (AT) Lab, Portland State Speech & Hearing Department, Portland Parks & Recreation, and SUN Schools to create a local, affordable day camp that is accessible and welcoming to children with CCN who have physical disabilities. It was funded through a grant from the Oregon Scottish Rite in collaboration with Portland State Speech & Hearing Sciences Program.
Why was the Pilot Project Developed?
There are summer camps that specialize in AAC supports, which can be a fun and effective way for children who use AAC to have lots of opportunities to learn and use their AAC systems and for them to meet other AAC users! However, there are few camp opportunities in the Pacific NW for children with CCN to join their speaking peers within their own communities in an accessible and affordable program. Fees for attending SUN camps range between $52 - $80 for an entire week, with full scholarships available for those in financial need. These fees are far more affordable than private camps and, inclusion of children with CCN in camps based in their communities, is more equitable, given these are the same fees paid by other families in their neighborhood.
How the Project was Designed?
The Children:
6 children with CCN and physical disabilities signed up for the project. They had varying degrees of experience with their AAC systems, a variety of language levels, and diverse physical abilities. Their ages ranged from 6 – 10 years old. Examples of their AAC systems were: PRC Accent 1000 SGD, 84 cell Unity with direct selection; Go Talk Now app on iPad set up for direct selection in a 4 cell layout with a white board for quick choice making; Tobii Dynavox eye gaze SGD and large visual symbols for quick choice making; Go Talk Now app on iPad with high contrast symbols accessed with 2 switch step scanning or Partner Assisted Auditory Scanning; Auditory Scanning PODD book; multiple children used Partner Assisted Auditory Scanning; multiple children regularly used a Step-by-Step(SBS) communicator for quick, social participation.
Graduate Students:
4 SLP graduate students, who were interested in AAC clinical experience, and who had just completed the graduate AAC class, participated in the project. In addition to the Graduate AAC Summer Intensive class, they were provided with a day of orientation to look at specific AAC tools in the summer camp setting, and to learn about adapting activities and the environment. The orientation occurred on the Monday of the “Get-to-know-you Week” (GTKY Week – see below). Also, during the orientation day, the students were given information on each of the children with CCN, camp curriculum, and were tasked with thinking about possible adaptations to be trialed during the GTKY week.
Get-to-know-you (GTKY) Week:
The children attended three 1.5 hour pre-camp play sessions at the AT Lab in Portland. They were grouped according to age (3 younger children attended a morning session and 3 older children attended an afternoon session). This was arranged secondary to space constraints at the Lab but, retrospectively, was deemed beneficial to help the Grad students get to know the children’s physical access to activities and their AAC systems.During the GTKY week, the grad students worked 1:1 with the children, talked to parents and caregivers, and began exploring ways to adapt activities, and to learn each of their AAC systems. Specifically, the students practiced programming SBS communicators, anticipating this as a tool that could be frequently used in the camp setting. They also learned how to support Partner Assisted Auditory Scanning (PAAS), as this can be a difficult concept to grasp without practice.On the Friday of the GTKY week, the grad students and their supervisor visited the SUN Camp to see the environment teeming with campers and staff and to see how some activities were organized. The supervisor had done a site visit many months prior, but went to see how the space was organized with a camp day full of children and summer staff.
Camp Week:
The 6 children with CCN attended one week of regularly scheduled SUN camp at Faubion School in NE Portland, with the option to add additional weeks if they wanted. The 4 grad students worked with the children with CCN and also coordinated with Portland Parks & Rec Inclusion staff to train them on each of the campers’ specific communication supports and activity adaptations. Results of this adult-heavy set-up will be discussed in the reflections and next steps section
The first picture below shows an adapted art activity during GTKY Week, followed by the logos of our project partners, and a collage of pictures from camp.
Planning Curriculum
The SUN camp staff were amazing and open partners in this project! However, after the pilot project, we had a debriefing meeting and it was agreed that it would be beneficial for us to co-plan curriculum for next summer. The pilot, overall, had a very positive impact but the staff felt a little overwhelmed learning the adaptations on the fly while they were implementing the curriculum that they had planned in the Spring. By co-planning curriculum, we would be able to imbed some ideas of adaptations from the outset. Assistive Technology (AT) and working with children with physical disabilities and CCN was not only new for the campers, it was also new for the staff. To increase their own familiarity and comfort with how to include all children and imbed use of AT, they felt that co-planning and building a relationship with us would greatly improve this process for them as professionals.
We are in the midst of setting out a plan for co-planning curriculum for the Summer of 2020.
Number of Adults & Goals
We quickly realized during the first day of camp, that there were far too many adults involved in the process. Since this was a pilot and there were a lot of partners involved in the project, erring on the side of too much support was preferred over too little support. In the next phase of the project we will want to streamline the support.
Specifically, there may be too many ‘goals’ trying to be addressed at once in the project. The goals were as follows:
1. Campers with CCN to have access to community-based camps and be meaningfully included
2. Campers at the local camps to feel more comfortable with disability and AT and to form friendships across perceived barriers
3. SUN camp staff to learn about and feel comfortable and confident in supporting children with CCN who use AT
4. Portland Parks & Rec staff to be trained and proficient on how to be a support person who helps bridge gaps for inclusion without unintentionally becoming a barrier
5. Graduate SLP students to gain AAC experience
The first 3 goals were, and continue to be, essential to the project. As we proceed, goals 4 & 5 will have to be prioritized since those are the goals that created ‘too many adults’ involved. There are benefits and drawbacks to each of the choices. The benefits of including the grad students is that this intensive, hands-on experience with AAC will likely be very beneficial to them as they transition in to their SLP professions, where they can continue to support children with CCN. We heard from one parent that she thought this was essential to the pilot project. The benefit of including the Parks & Rec staff instead of the grad students is that they could be available for multiple weeks in the summer should the children with CCN want to continue to attend camp. Another parent highlighted the importance of training the Parks & Rec staff. We are in the process of discussing the goals of the project with the involved stakeholders to determine our approach for Summer 2020.
Get to Know You Week
The pre-camp sessions were invaluable to the graduate students to have the time and space to learn specifics on each campers communication tools, learn how to adapt activities, and to prep the children with CCN on what to expect at camp (and to get to know the grad students who would be supporting them). Parents also gave feedback that this was an important and helpful component to the camp experience since it can take time to understand their child’s tools and cues.
Interviews
The YouTube Video below includes clips of feedback we received via interview on the SUN Camp Project (2 parents + 1 SUN staff)
Physical Accessibility
Faubion School is a newly built, very accessible space in NE Portland. It was chosen as one of the best site options because it is newly designed and open with large passage ways and activity/play areas. SUN camps were specifically chosen because the camp activities occur indoors with some outdoor time. Given the physical and medical status of the campers with CCN, a full outdoor program in potentially very hot summer conditions would not be feasible and could be dangerous for some of the children.
Picture 1 shows Faubion school
Picture 2, the playground
Privacy and Toileting
For some children with physical disabilities assisted transfers to a toilet are not possible. In these circumstances, a full sized changing table in a private restroom are needed. This is not yet a standard feature of even ADA accessible bathrooms. The AT Lab delivered a stand-alone changing table that was placed in a private ADA restroom so the campers could have privacy and appropriate accommodations.
Picture 3 is ideal set up for full sized changing table in private ADA restroom
Picture 4 is of the stand-alone changing table provided at the facility
Adaptations to Activities
Games & Sports
Many games were included as part of the curriculum. For children with significant motor challenges, they were reliant on partners for help participating but even small changes in placement or materials allowed them to participate with peers.
Picture 5: playing ball with soft, grippable ball
Picture 6: pool noodles for ‘light sabre’ fight
Picture 7: baseball with pool noodle & beach ball
Picture 8: basketball with a little partner support
Art Activities
Art was a big part of this camp. As with the sports and games, some children relied on partner support for participation; however, there was always a way to position or alter the activities so that everyone could participate!
Picture 9: a little protective plastic and shaving cream activity can be brought to a wheelchair tray
Picture 10: a little tape and a friend to make a bracelet
Picture 11: slant board & tape for drawing
Picture 12: a friend to hang art on the wall
Picture 13: A soft arm splint and stretchy rubber band allowed one camper, with muscle contractures to hold her own pen. Working with an OT and setting this up only for short periods is recommended.
Group Games
The campers liked to play group Hangman. Alternative Pencils and Step-by-Step (SBS) communicators allowed campers with CCN to participate in Hangman. Camp staff knew to call on a camper with CCN when their support person indicated that they were ready to guess a letter.
Picture 14: Hangman Participation
Morning Meeting
Each morning at 9:30, the campers would gather for attendance and go over the camp rules. A Step-by-Step (SBS) Communicator was programmed with ‘here’ for children who use AAC and made available for any other camper who wanted to use the SBS for attendance. The rules were not only spoken, but also signed and presented in symbol form. On the first day, the concept of different ways to communicate was introduced during morning meeting.
After the pilot project was completed, the SUN staff reported that they (and the campers) continued to use signs during Morning Meeting.
Picture 15: camp rules with symbols
Picture 16: SBS for ‘here’ and rules
Picture 17: first day intro to alternative communication during morning meeting (taught signs & explained AAC tools)
Picture 18: Some campers caught on and made their own adapted communication tools!
What is the Project?
This was a collaboration between the Community Vision Assistive Technology (AT) Lab, Portland State Speech & Hearing Department, Portland Parks & Recreation, and SUN Schools to create a local, affordable day camp that is accessible and welcoming to children with CCN who have physical disabilities. It was funded through a grant from the Oregon Scottish Rite in collaboration with Portland State Speech & Hearing Sciences Program.
Why was the Pilot Project Developed?
There are summer camps that specialize in AAC supports, which can be a fun and effective way for children who use AAC to have lots of opportunities to learn and use their AAC systems and for them to meet other AAC users! However, there are few camp opportunities in the Pacific NW for children with CCN to join their speaking peers within their own communities in an accessible and affordable program. Fees for attending SUN camps range between $52 - $80 for an entire week, with full scholarships available for those in financial need. These fees are far more affordable than private camps and, inclusion of children with CCN in camps based in their communities, is more equitable, given these are the same fees paid by other families in their neighborhood.
How the Project was Designed?
The Children:
6 children with CCN and physical disabilities signed up for the project. They had varying degrees of experience with their AAC systems, a variety of language levels, and diverse physical abilities. Their ages ranged from 6 – 10 years old. Examples of their AAC systems were: PRC Accent 1000 SGD, 84 cell Unity with direct selection; Go Talk Now app on iPad set up for direct selection in a 4 cell layout with a white board for quick choice making; Tobii Dynavox eye gaze SGD and large visual symbols for quick choice making; Go Talk Now app on iPad with high contrast symbols accessed with 2 switch step scanning or Partner Assisted Auditory Scanning; Auditory Scanning PODD book; multiple children used Partner Assisted Auditory Scanning; multiple children regularly used a Step-by-Step(SBS) communicator for quick, social participation.
Graduate Students:
4 SLP graduate students, who were interested in AAC clinical experience, and who had just completed the graduate AAC class, participated in the project. In addition to the Graduate AAC Summer Intensive class, they were provided with a day of orientation to look at specific AAC tools in the summer camp setting, and to learn about adapting activities and the environment. The orientation occurred on the Monday of the “Get-to-know-you Week” (GTKY Week – see below). Also, during the orientation day, the students were given information on each of the children with CCN, camp curriculum, and were tasked with thinking about possible adaptations to be trialed during the GTKY week.
Get-to-know-you (GTKY) Week:
The children attended three 1.5 hour pre-camp play sessions at the AT Lab in Portland. They were grouped according to age (3 younger children attended a morning session and 3 older children attended an afternoon session). This was arranged secondary to space constraints at the Lab but, retrospectively, was deemed beneficial to help the Grad students get to know the children’s physical access to activities and their AAC systems.During the GTKY week, the grad students worked 1:1 with the children, talked to parents and caregivers, and began exploring ways to adapt activities, and to learn each of their AAC systems. Specifically, the students practiced programming SBS communicators, anticipating this as a tool that could be frequently used in the camp setting. They also learned how to support Partner Assisted Auditory Scanning (PAAS), as this can be a difficult concept to grasp without practice.On the Friday of the GTKY week, the grad students and their supervisor visited the SUN Camp to see the environment teeming with campers and staff and to see how some activities were organized. The supervisor had done a site visit many months prior, but went to see how the space was organized with a camp day full of children and summer staff.
Camp Week:
The 6 children with CCN attended one week of regularly scheduled SUN camp at Faubion School in NE Portland, with the option to add additional weeks if they wanted. The 4 grad students worked with the children with CCN and also coordinated with Portland Parks & Rec Inclusion staff to train them on each of the campers’ specific communication supports and activity adaptations. Results of this adult-heavy set-up will be discussed in the reflections and next steps section
The first picture below shows our project partners, followed by a collage of pictures from camp and our project partners, and finally an adapted art activity during GTKY Week.
What is the Project?
This was a collaboration between the Community Vision Assistive Technology (AT) Lab, Portland State Speech & Hearing Department, Portland Parks & Recreation, and SUN Schools to create a local, affordable day camp that is accessible and welcoming to children with CCN who have physical disabilities. It was funded through a grant from the Oregon Scottish Rite in collaboration with Portland State Speech & Hearing Sciences Program.
Why was the Pilot Project Developed?
There are summer camps that specialize in AAC supports, which can be a fun and effective way for children who use AAC to have lots of opportunities to learn and use their AAC systems and for them to meet other AAC users! However, there are few camp opportunities in the Pacific NW for children with CCN to join their speaking peers within their own communities in an accessible and affordable program. Fees for attending SUN camps range between $52 - $80 for an entire week, with full scholarships available for those in financial need. These fees are far more affordable than private camps and, inclusion of children with CCN in camps based in their communities, is more equitable, given these are the same fees paid by other families in their neighborhood.
How the Project was Designed?
The Children:
6 children with CCN and physical disabilities signed up for the project. They had varying degrees of experience with their AAC systems, a variety of language levels, and diverse physical abilities. Their ages ranged from 6 – 10 years old. Examples of their AAC systems were: PRC Accent 1000 SGD, 84 cell Unity with direct selection; Go Talk Now app on iPad set up for direct selection in a 4 cell layout with a white board for quick choice making; Tobii Dynavox eye gaze SGD and large visual symbols for quick choice making; Go Talk Now app on iPad with high contrast symbols accessed with 2 switch step scanning or Partner Assisted Auditory Scanning; Auditory Scanning PODD book; multiple children used Partner Assisted Auditory Scanning; multiple children regularly used a Step-by-Step(SBS) communicator for quick, social participation.
Graduate Students:
4 SLP graduate students, who were interested in AAC clinical experience, and who had just completed the graduate AAC class, participated in the project. In addition to the Graduate AAC Summer Intensive class, they were provided with a day of orientation to look at specific AAC tools in the summer camp setting, and to learn about adapting activities and the environment. The orientation occurred on the Monday of the “Get-to-know-you Week” (GTKY Week – see below). Also, during the orientation day, the students were given information on each of the children with CCN, camp curriculum, and were tasked with thinking about possible adaptations to be trialed during the GTKY week.
Get-to-know-you (GTKY) Week:
The children attended three 1.5 hour pre-camp play sessions at the AT Lab in Portland. They were grouped according to age (3 younger children attended a morning session and 3 older children attended an afternoon session). This was arranged secondary to space constraints at the Lab but, retrospectively, was deemed beneficial to help the Grad students get to know the children’s physical access to activities and their AAC systems.During the GTKY week, the grad students worked 1:1 with the children, talked to parents and caregivers, and began exploring ways to adapt activities, and to learn each of their AAC systems. Specifically, the students practiced programming SBS communicators, anticipating this as a tool that could be frequently used in the camp setting. They also learned how to support Partner Assisted Auditory Scanning (PAAS), as this can be a difficult concept to grasp without practice.On the Friday of the GTKY week, the grad students and their supervisor visited the SUN Camp to see the environment teeming with campers and staff and to see how some activities were organized. The supervisor had done a site visit many months prior, but went to see how the space was organized with a camp day full of children and summer staff.
Camp Week:
The 6 children with CCN attended one week of regularly scheduled SUN camp at Faubion School in NE Portland, with the option to add additional weeks if they wanted. The 4 grad students worked with the children with CCN and also coordinated with Portland Parks & Rec Inclusion staff to train them on each of the campers’ specific communication supports and activity adaptations. Results of this adult-heavy set-up will be discussed in the reflections and next steps section
The first picture below shows an adapted art activity during GTKY Week, followed by the logos of our project partners, and a collage of pictures from camp.
Planning Curriculum
The SUN camp staff were amazing and open partners in this project! However, after the pilot project, we had a debriefing meeting and it was agreed that it would be beneficial for us to co-plan curriculum for next summer. The pilot, overall, had a very positive impact but the staff felt a little overwhelmed learning the adaptations on the fly while they were implementing the curriculum that they had planned in the Spring. By co-planning curriculum, we would be able to imbed some ideas of adaptations from the outset. Assistive Technology (AT) and working with children with physical disabilities and CCN was not only new for the campers, it was also new for the staff. To increase their own familiarity and comfort with how to include all children and imbed use of AT, they felt that co-planning and building a relationship with us would greatly improve this process for them as professionals.
We are in the midst of setting out a plan for co-planning curriculum for the Summer of 2020.
Number of Adults & Goals
We quickly realized during the first day of camp, that there were far too many adults involved in the process. Since this was a pilot and there were a lot of partners involved in the project, erring on the side of too much support was preferred over too little support. In the next phase of the project we will want to streamline the support.
Specifically, there may be too many ‘goals’ trying to be addressed at once in the project. The goals were as follows:
1. Campers with CCN to have access to community-based camps and be meaningfully included
2. Campers at the local camps to feel more comfortable with disability and AT and to form friendships across perceived barriers
3. SUN camp staff to learn about and feel comfortable and confident in supporting children with CCN who use AT
4. Portland Parks & Rec staff to be trained and proficient on how to be a support person who helps bridge gaps for inclusion without unintentionally becoming a barrier
5. Graduate SLP students to gain AAC experience
The first 3 goals were, and continue to be, essential to the project. As we proceed, goals 4 & 5 will have to be prioritized since those are the goals that created ‘too many adults’ involved. There are benefits and drawbacks to each of the choices. The benefits of including the grad students is that this intensive, hands-on experience with AAC will likely be very beneficial to them as they transition in to their SLP professions, where they can continue to support children with CCN. We heard from one parent that she thought this was essential to the pilot project. The benefit of including the Parks & Rec staff instead of the grad students is that they could be available for multiple weeks in the summer should the children with CCN want to continue to attend camp. Another parent highlighted the importance of training the Parks & Rec staff. We are in the process of discussing the goals of the project with the involved stakeholders to determine our approach for Summer 2020.
Get to Know You Week
The pre-camp sessions were invaluable to the graduate students to have the time and space to learn specifics on each campers communication tools, learn how to adapt activities, and to prep the children with CCN on what to expect at camp (and to get to know the grad students who would be supporting them). Parents also gave feedback that this was an important and helpful component to the camp experience since it can take time to understand their child’s tools and cues.
Interviews
The YouTube Video below includes clips of feedback we received via interview on the SUN Camp Project (2 parents + 1 SUN staff)
Physical Accessibility
Faubion School is a newly built, very accessible space in NE Portland. It was chosen as one of the best site options because it is newly designed and open with large passage ways and activity/play areas. SUN camps were specifically chosen because the camp activities occur indoors with some outdoor time. Given the physical and medical status of the campers with CCN, a full outdoor program in potentially very hot summer conditions would not be feasible and could be dangerous for some of the children.
Picture 1 shows Faubion school
Picture 2, the playground
Privacy and Toileting
For some children with physical disabilities assisted transfers to a toilet are not possible. In these circumstances, a full sized changing table in a private restroom are needed. This is not yet a standard feature of even ADA accessible bathrooms. The AT Lab delivered a stand-alone changing table that was placed in a private ADA restroom so the campers could have privacy and appropriate accommodations.
Picture 3 is ideal set up for full sized changing table in private ADA restroom
Picture 4 is of the stand-alone changing table provided at the facility
Adaptations to Activities
Games & Sports
Many games were included as part of the curriculum. For children with significant motor challenges, they were reliant on partners for help participating but even small changes in placement or materials allowed them to participate with peers.
Picture 5: playing ball with soft, grippable ball
Picture 6: pool noodles for ‘light sabre’ fight
Picture 7: baseball with pool noodle & beach ball
Picture 8: basketball with a little partner support
Art Activities
Art was a big part of this camp. As with the sports and games, some children relied on partner support for participation; however, there was always a way to position or alter the activities so that everyone could participate!
Picture 9: a little protective plastic and shaving cream activity can be brought to a wheelchair tray
Picture 10: a little tape and a friend to make a bracelet
Picture 11: slant board & tape for drawing
Picture 12: a friend to hang art on the wall
Picture 13: A soft arm splint and stretchy rubber band allowed one camper, with muscle contractures to hold her own pen. Working with an OT and setting this up only for short periods is recommended.
Group Games
The campers liked to play group Hangman. Alternative Pencils and Step-by-Step (SBS) communicators allowed campers with CCN to participate in Hangman. Camp staff knew to call on a camper with CCN when their support person indicated that they were ready to guess a letter.
Picture 14: Hangman Participation
Morning Meeting
Each morning at 9:30, the campers would gather for attendance and go over the camp rules. A Step-by-Step (SBS) Communicator was programmed with ‘here’ for children who use AAC and made available for any other camper who wanted to use the SBS for attendance. The rules were not only spoken, but also signed and presented in symbol form. On the first day, the concept of different ways to communicate was introduced during morning meeting.
After the pilot project was completed, the SUN staff reported that they (and the campers) continued to use signs during Morning Meeting.
Picture 15: camp rules with symbols
Picture 16: SBS for ‘here’ and rules
Picture 17: first day intro to alternative communication during morning meeting (taught signs & explained AAC tools)
Picture 18: Some campers caught on and made their own adapted communication tools!
Many of the campers at SUN camp had never met children with CCN or children with significant physical challenges. Alternative communication methods were new to many of them. We began the week during the Monday Morning Meeting by explaining the different ways we all can communicate. The campers were all very interested and offered their thoughts and experiences. However, since the concepts were relatively new and this was the first day meeting the campers with CCN, if we had left interactions to simply develop ‘naturally’, it was quite likely that the campers with CCN would have remained on the edges of the activities. Most people who are unfamiliar with specific kinds of disability, can feel intimidated by wheelchairs, communication devices/tools, and are afraid they will do or say ‘the wrong thing’.
Additionally, since many of our campers with CCN also rely on a Personal Support Worker (PSW), the adult can unintentionally become a barrier instead of a bridge to peer interaction. Starting from the first day at camp, we were very purposeful about positioning children with CCN in the group and trained the PSWs (and Grad SLP students) to intentionally invite campers to come learn about the Assistive Technology tools and showed them how they could interact with the campers with CCN.
Some strategies might seem obvious, but it is amazing how the smallest details can make the difference between children with CCN simply being present and actually being integrated in to the group.
The following are some examples of intentional, small changes that can encourage integration and inclusion:
1. Intentional Seating: peers seated next to peers with adults behind, not between (see Picture 1)
2. Intentional Spacing: not grouping all the children with CCN together – this is especially important with wheelchairs, which can be a physical and psychological barrier (see Picture 2)
3. Bridging Communication with Technology: teaching the technology to all campers who were interested. By actively inviting campers to look at and learn about the technology, it increased comfort levels around disability and demystified assistive technology. Once the assistive technology (and the accompanying disabilities) were demystified, campers began organically forging friendships and becoming helpful partners when that was appropriate. (see Pictures 3 – 10)
Picture Explanations:
3 -4; teaching children how to program jokes on a SBS
5 -6; introducing and letting them try a camper’s eye gaze device;
7 – 9; campers beginning to take initiative programming SBS on their own with new friends with CCN
10; campers who were initially reticent to try assistive technology, eagerly & enthusiastically getting involved!
11 – 14; new friends made!
What is the Project?
This was a collaboration between the Community Vision Assistive Technology (AT) Lab, Portland State Speech & Hearing Department, Portland Parks & Recreation, and SUN Schools to create a local, affordable day camp that is accessible and welcoming to children with CCN who have physical disabilities. It was funded through a grant from the Oregon Scottish Rite in collaboration with Portland State Speech & Hearing Sciences Program.
Why was the Pilot Project Developed?
There are summer camps that specialize in AAC supports, which can be a fun and effective way for children who use AAC to have lots of opportunities to learn and use their AAC systems and for them to meet other AAC users! However, there are few camp opportunities in the Pacific NW for children with CCN to join their speaking peers within their own communities in an accessible and affordable program. Fees for attending SUN camps range between $52 - $80 for an entire week, with full scholarships available for those in financial need. These fees are far more affordable than private camps and, inclusion of children with CCN in camps based in their communities, is more equitable, given these are the same fees paid by other families in their neighborhood.
How the Project was Designed?
The Children:
6 children with CCN and physical disabilities signed up for the project. They had varying degrees of experience with their AAC systems, a variety of language levels, and diverse physical abilities. Their ages ranged from 6 – 10 years old. Examples of their AAC systems were: PRC Accent 1000 SGD, 84 cell Unity with direct selection; Go Talk Now app on iPad set up for direct selection in a 4 cell layout with a white board for quick choice making; Tobii Dynavox eye gaze SGD and large visual symbols for quick choice making; Go Talk Now app on iPad with high contrast symbols accessed with 2 switch step scanning or Partner Assisted Auditory Scanning; Auditory Scanning PODD book; multiple children used Partner Assisted Auditory Scanning; multiple children regularly used a Step-by-Step(SBS) communicator for quick, social participation.
Graduate Students:
4 SLP graduate students, who were interested in AAC clinical experience, and who had just completed the graduate AAC class, participated in the project. In addition to the Graduate AAC Summer Intensive class, they were provided with a day of orientation to look at specific AAC tools in the summer camp setting, and to learn about adapting activities and the environment. The orientation occurred on the Monday of the “Get-to-know-you Week” (GTKY Week – see below). Also, during the orientation day, the students were given information on each of the children with CCN, camp curriculum, and were tasked with thinking about possible adaptations to be trialed during the GTKY week.
Get-to-know-you (GTKY) Week:
The children attended three 1.5 hour pre-camp play sessions at the AT Lab in Portland. They were grouped according to age (3 younger children attended a morning session and 3 older children attended an afternoon session). This was arranged secondary to space constraints at the Lab but, retrospectively, was deemed beneficial to help the Grad students get to know the children’s physical access to activities and their AAC systems.During the GTKY week, the grad students worked 1:1 with the children, talked to parents and caregivers, and began exploring ways to adapt activities, and to learn each of their AAC systems. Specifically, the students practiced programming SBS communicators, anticipating this as a tool that could be frequently used in the camp setting. They also learned how to support Partner Assisted Auditory Scanning (PAAS), as this can be a difficult concept to grasp without practice.On the Friday of the GTKY week, the grad students and their supervisor visited the SUN Camp to see the environment teeming with campers and staff and to see how some activities were organized. The supervisor had done a site visit many months prior, but went to see how the space was organized with a camp day full of children and summer staff.
Camp Week:
The 6 children with CCN attended one week of regularly scheduled SUN camp at Faubion School in NE Portland, with the option to add additional weeks if they wanted. The 4 grad students worked with the children with CCN and also coordinated with Portland Parks & Rec Inclusion staff to train them on each of the campers’ specific communication supports and activity adaptations. Results of this adult-heavy set-up will be discussed in the reflections and next steps section
The first picture below shows our project partners, followed by a collage of pictures from camp and our project partners, and finally an adapted art activity during GTKY Week.
What is the Project?
This was a collaboration between the Community Vision Assistive Technology (AT) Lab, Portland State Speech & Hearing Department, Portland Parks & Recreation, and SUN Schools to create a local, affordable day camp that is accessible and welcoming to children with CCN who have physical disabilities. It was funded through a grant from the Oregon Scottish Rite in collaboration with Portland State Speech & Hearing Sciences Program.
Why was the Pilot Project Developed?
There are summer camps that specialize in AAC supports, which can be a fun and effective way for children who use AAC to have lots of opportunities to learn and use their AAC systems and for them to meet other AAC users! However, there are few camp opportunities in the Pacific NW for children with CCN to join their speaking peers within their own communities in an accessible and affordable program. Fees for attending SUN camps range between $52 - $80 for an entire week, with full scholarships available for those in financial need. These fees are far more affordable than private camps and, inclusion of children with CCN in camps based in their communities, is more equitable, given these are the same fees paid by other families in their neighborhood.
How the Project was Designed?
The Children:
6 children with CCN and physical disabilities signed up for the project. They had varying degrees of experience with their AAC systems, a variety of language levels, and diverse physical abilities. Their ages ranged from 6 – 10 years old. Examples of their AAC systems were: PRC Accent 1000 SGD, 84 cell Unity with direct selection; Go Talk Now app on iPad set up for direct selection in a 4 cell layout with a white board for quick choice making; Tobii Dynavox eye gaze SGD and large visual symbols for quick choice making; Go Talk Now app on iPad with high contrast symbols accessed with 2 switch step scanning or Partner Assisted Auditory Scanning; Auditory Scanning PODD book; multiple children used Partner Assisted Auditory Scanning; multiple children regularly used a Step-by-Step(SBS) communicator for quick, social participation.
Graduate Students:
4 SLP graduate students, who were interested in AAC clinical experience, and who had just completed the graduate AAC class, participated in the project. In addition to the Graduate AAC Summer Intensive class, they were provided with a day of orientation to look at specific AAC tools in the summer camp setting, and to learn about adapting activities and the environment. The orientation occurred on the Monday of the “Get-to-know-you Week” (GTKY Week – see below). Also, during the orientation day, the students were given information on each of the children with CCN, camp curriculum, and were tasked with thinking about possible adaptations to be trialed during the GTKY week.
Get-to-know-you (GTKY) Week:
The children attended three 1.5 hour pre-camp play sessions at the AT Lab in Portland. They were grouped according to age (3 younger children attended a morning session and 3 older children attended an afternoon session). This was arranged secondary to space constraints at the Lab but, retrospectively, was deemed beneficial to help the Grad students get to know the children’s physical access to activities and their AAC systems.During the GTKY week, the grad students worked 1:1 with the children, talked to parents and caregivers, and began exploring ways to adapt activities, and to learn each of their AAC systems. Specifically, the students practiced programming SBS communicators, anticipating this as a tool that could be frequently used in the camp setting. They also learned how to support Partner Assisted Auditory Scanning (PAAS), as this can be a difficult concept to grasp without practice.On the Friday of the GTKY week, the grad students and their supervisor visited the SUN Camp to see the environment teeming with campers and staff and to see how some activities were organized. The supervisor had done a site visit many months prior, but went to see how the space was organized with a camp day full of children and summer staff.
Camp Week:
The 6 children with CCN attended one week of regularly scheduled SUN camp at Faubion School in NE Portland, with the option to add additional weeks if they wanted. The 4 grad students worked with the children with CCN and also coordinated with Portland Parks & Rec Inclusion staff to train them on each of the campers’ specific communication supports and activity adaptations. Results of this adult-heavy set-up will be discussed in the reflections and next steps section
The first picture below shows an adapted art activity during GTKY Week, followed by the logos of our project partners, and a collage of pictures from camp.
Planning Curriculum
The SUN camp staff were amazing and open partners in this project! However, after the pilot project, we had a debriefing meeting and it was agreed that it would be beneficial for us to co-plan curriculum for next summer. The pilot, overall, had a very positive impact but the staff felt a little overwhelmed learning the adaptations on the fly while they were implementing the curriculum that they had planned in the Spring. By co-planning curriculum, we would be able to imbed some ideas of adaptations from the outset. Assistive Technology (AT) and working with children with physical disabilities and CCN was not only new for the campers, it was also new for the staff. To increase their own familiarity and comfort with how to include all children and imbed use of AT, they felt that co-planning and building a relationship with us would greatly improve this process for them as professionals.
We are in the midst of setting out a plan for co-planning curriculum for the Summer of 2020.
Number of Adults & Goals
We quickly realized during the first day of camp, that there were far too many adults involved in the process. Since this was a pilot and there were a lot of partners involved in the project, erring on the side of too much support was preferred over too little support. In the next phase of the project we will want to streamline the support.
Specifically, there may be too many ‘goals’ trying to be addressed at once in the project. The goals were as follows:
1. Campers with CCN to have access to community-based camps and be meaningfully included
2. Campers at the local camps to feel more comfortable with disability and AT and to form friendships across perceived barriers
3. SUN camp staff to learn about and feel comfortable and confident in supporting children with CCN who use AT
4. Portland Parks & Rec staff to be trained and proficient on how to be a support person who helps bridge gaps for inclusion without unintentionally becoming a barrier
5. Graduate SLP students to gain AAC experience
The first 3 goals were, and continue to be, essential to the project. As we proceed, goals 4 & 5 will have to be prioritized since those are the goals that created ‘too many adults’ involved. There are benefits and drawbacks to each of the choices. The benefits of including the grad students is that this intensive, hands-on experience with AAC will likely be very beneficial to them as they transition in to their SLP professions, where they can continue to support children with CCN. We heard from one parent that she thought this was essential to the pilot project. The benefit of including the Parks & Rec staff instead of the grad students is that they could be available for multiple weeks in the summer should the children with CCN want to continue to attend camp. Another parent highlighted the importance of training the Parks & Rec staff. We are in the process of discussing the goals of the project with the involved stakeholders to determine our approach for Summer 2020.
Get to Know You Week
The pre-camp sessions were invaluable to the graduate students to have the time and space to learn specifics on each campers communication tools, learn how to adapt activities, and to prep the children with CCN on what to expect at camp (and to get to know the grad students who would be supporting them). Parents also gave feedback that this was an important and helpful component to the camp experience since it can take time to understand their child’s tools and cues.
Interviews
The YouTube Video below includes clips of feedback we received via interview on the SUN Camp Project (2 parents + 1 SUN staff)
Physical Accessibility
Faubion School is a newly built, very accessible space in NE Portland. It was chosen as one of the best site options because it is newly designed and open with large passage ways and activity/play areas. SUN camps were specifically chosen because the camp activities occur indoors with some outdoor time. Given the physical and medical status of the campers with CCN, a full outdoor program in potentially very hot summer conditions would not be feasible and could be dangerous for some of the children.
Picture 1 shows Faubion school
Picture 2, the playground
Privacy and Toileting
For some children with physical disabilities assisted transfers to a toilet are not possible. In these circumstances, a full sized changing table in a private restroom are needed. This is not yet a standard feature of even ADA accessible bathrooms. The AT Lab delivered a stand-alone changing table that was placed in a private ADA restroom so the campers could have privacy and appropriate accommodations.
Picture 3 is ideal set up for full sized changing table in private ADA restroom
Picture 4 is of the stand-alone changing table provided at the facility
Adaptations to Activities
Games & Sports
Many games were included as part of the curriculum. For children with significant motor challenges, they were reliant on partners for help participating but even small changes in placement or materials allowed them to participate with peers.
Picture 5: playing ball with soft, grippable ball
Picture 6: pool noodles for ‘light sabre’ fight
Picture 7: baseball with pool noodle & beach ball
Picture 8: basketball with a little partner support
Art Activities
Art was a big part of this camp. As with the sports and games, some children relied on partner support for participation; however, there was always a way to position or alter the activities so that everyone could participate!
Picture 9: a little protective plastic and shaving cream activity can be brought to a wheelchair tray
Picture 10: a little tape and a friend to make a bracelet
Picture 11: slant board & tape for drawing
Picture 12: a friend to hang art on the wall
Picture 13: A soft arm splint and stretchy rubber band allowed one camper, with muscle contractures to hold her own pen. Working with an OT and setting this up only for short periods is recommended.
Group Games
The campers liked to play group Hangman. Alternative Pencils and Step-by-Step (SBS) communicators allowed campers with CCN to participate in Hangman. Camp staff knew to call on a camper with CCN when their support person indicated that they were ready to guess a letter.
Picture 14: Hangman Participation
Morning Meeting
Each morning at 9:30, the campers would gather for attendance and go over the camp rules. A Step-by-Step (SBS) Communicator was programmed with ‘here’ for children who use AAC and made available for any other camper who wanted to use the SBS for attendance. The rules were not only spoken, but also signed and presented in symbol form. On the first day, the concept of different ways to communicate was introduced during morning meeting.
After the pilot project was completed, the SUN staff reported that they (and the campers) continued to use signs during Morning Meeting.
Picture 15: camp rules with symbols
Picture 16: SBS for ‘here’ and rules
Picture 17: first day intro to alternative communication during morning meeting (taught signs & explained AAC tools)
Picture 18: Some campers caught on and made their own adapted communication tools!
Many of the campers at SUN camp had never met children with CCN or children with significant physical challenges. Alternative communication methods were new to many of them. We began the week during the Monday Morning Meeting by explaining the different ways we all can communicate. The campers were all very interested and offered their thoughts and experiences. However, since the concepts were relatively new and this was the first day meeting the campers with CCN, if we had left interactions to simply develop ‘naturally’, it was quite likely that the campers with CCN would have remained on the edges of the activities. Most people who are unfamiliar with specific kinds of disability, can feel intimidated by wheelchairs, communication devices/tools, and are afraid they will do or say ‘the wrong thing’.
Additionally, since many of our campers with CCN also rely on a Personal Support Worker (PSW), the adult can unintentionally become a barrier instead of a bridge to peer interaction. Starting from the first day at camp, we were very purposeful about positioning children with CCN in the group and trained the PSWs (and Grad SLP students) to intentionally invite campers to come learn about the Assistive Technology tools and showed them how they could interact with the campers with CCN.
Some strategies might seem obvious, but it is amazing how the smallest details can make the difference between children with CCN simply being present and actually being integrated in to the group.
The following are some examples of intentional, small changes that can encourage integration and inclusion:
1. Intentional Seating: peers seated next to peers with adults behind, not between (see Picture 1)
2. Intentional Spacing: not grouping all the children with CCN together – this is especially important with wheelchairs, which can be a physical and psychological barrier (see Picture 2)
3. Bridging Communication with Technology: teaching the technology to all campers who were interested. By actively inviting campers to look at and learn about the technology, it increased comfort levels around disability and demystified assistive technology. Once the assistive technology (and the accompanying disabilities) were demystified, campers began organically forging friendships and becoming helpful partners when that was appropriate. (see Pictures 3 – 10)
Picture Explanations:
3 -4; teaching children how to program jokes on a SBS
5 -6; introducing and letting them try a camper’s eye gaze device;
7 – 9; campers beginning to take initiative programming SBS on their own with new friends with CCN
10; campers who were initially reticent to try assistive technology, eagerly & enthusiastically getting involved!
11 – 14; new friends made!
We are all challenged by cognitive demands placed on us by everyday technology. My latest challenges have been in the grocery store and with my smartphone. When I go to pay for groceries with a credit card, each store has different procedures. I’m either asked to swipe my card or to place the card in a chip reader. Some stores want me to sign with my finger, or sign with a stylus or just don’t sign. Each machine is slightly different and requires me to attend to the features of the technology. Same with my new smartphone. It took me ages to learn how to correctly use the HOME button. Now I don’t have a HOME button anymore. I must learn how to use swipe as my latest feature. I’m forever a learner of each new technology and the new demands that are placed on me for effective use.
The cognitive demands of technologies are present in each AAC device, as well. Consider for a moment the child who is learning to use an eye gaze system. She must remember her intended selection while moving her eyes to the correct area of the screen or switching screens to find the intended word. And if she’s using symbols, she must match the symbol with the intended word. The attention, memory and executive function demands placed on the youngster for just providing a one-word response are huge in this situation. We must examine what cognitive demands are placed on the user by AAC technology, and we must factor those cognitive demands into device design, device prescriptions, treatment and implementation.
In 2014, the REKNEW lab at Oregon Health & Science University, a partner of the NIDILRR-funded Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC), took on the challenge of developing a website that would help AAC providers, designers, and consumers consider these cognitive demands. We called the website TAT4AAC: Thinking about Thinking for AAC. (website: tat4aac.ohsu.edu)
The TAT4AAC website went live on Tuesday, November 12. We started sending out links to our colleagues, listservs, websites, and any interested parties we could think of. The Matrix CoP team asked us to share it with you here. We are delighted. In our next post, we will describe the evidence-based process that we used to develop the tool. And in our final post, we will propose different uses of the interactive tool. We hope you find this new resource as innovative, useful and important as we do: tat4aac.ohsu.edu
Hopefully you have had a chance to explore the TAT4AAC at tat4aac.ohsu.edu. Today, I’d like to describe the 6 steps that went into building the website and adding the content. The project was led by Aimee Mooney, a speech-language pathologist, researcher and assistant professor at OHSU. She was joined by Michelle Kinsella OT, Deirdre McLaughlin SLP, and myself. Attached below I have included a photo of myself, Aimee and Michelle (from left to right); Deirdre wasn’t available at picture taking time. She was probably evaluating a youngster for AAC or working on Matrix data!
Step 1: We began the project by asking: What features of AAC technologies should we include in this new reference tool? We reviewed 8 different feature lists and ended up with four feature categories: Access, Display, Language and Output. We placed 54 AAC device/app features within these four categories. We validated this feature list nationally, asking AAC clinicians, users and developers to confirm our framework.
Step 2: We then examined the cognitive skills that are critical to AAC devices. We chose to focus on three cognitive skills: attention, memory, and executive function. We validated these selections through a consensus process with national cognition experts. In the pdf below you can see the grid that we formed to answer the question: What AAC features have cognitive demands, as reported by the research literature?
Step 3: With a framework in place to examine cognitive demands of each AAC feature, we delved into the current research literature. We conducted a literature review using the following guidelines: (1) use the key words attention, memory, executive function + designated AAC feature (i.e., memory + AAC direct selection); (2) only use literature from the past 10 years unless seminal article; (3) each article is read independently by 2 research associates who agree on inclusion in the TAT4AAC interactive library. (4) A summary is written for each article following strict rules so that the annotation is consistent throughout the website. Articles were tagged as either theoretical or empirical, for adult or child populations. A total of 68 articles were included in the final website.
Step 4: We contracted with a web designer to develop the final product which includes an interactive library and final report function. When we had finished the first version, we presented it to 72 stakeholders (AAC clinicians; educators; cognitive rehabilitation clinicians; AAC developers and technologists; people who rely on AAC and their parents or spouses; researchers). We redesigned portions of the final website based on their responses and recommendations.
Step 5: It was very important to us that potential TAT4AAC users understand the purpose of this tool and how it was developed. We spent a lot of time designing the home page, our mission statement and the development process. It was developed to (1) provide references about the cognitive demands of specific features of AAC technologies and (2) provide opportunities for clinicians to consider and compare the cognitive demands of AAC technologies.
We are clear that the TAT4AAC is:
-NOT an assessment tool.
-NOT a prerequisite list of cognitive skills needed before AAC technology is introduced.
-NOT a list to determine eligibility for potential device trial, purchase or training.
-NOT a list of cognitive skills needed before device trialing or purchase.
-NOT a base to eliminate AAC options for individuals who may rely on AAC technologies.
In the second image below, you can see an example of the cognitive demand report.
Step 6: The TAT4AAC website went live on Tuesday, November 12. We invite you to explore it and add it to your AAC toolbox. It can be found at: tat4aac.ohsu.edu
Hopefully, you had a chance to select some AAC features on the TAT4AAC and read research summaries about the cognitive demands that those AAC technology features place on users. If not, here’s the link to try it out: tat4aac.ohsu.edu. Today, I’d like to discuss situations when you might use the TAT4AAC, and present recent applications from our colleagues.
The TAT4AAC can be used to guide clinical decision-making
Evan is a 7-year-old boy with severe cerebral palsy who is learning to use automatic single switch scanning on a symbol-based grid, with little success. The clinician can’t figure out if Evan is challenged because the switch is not positioned correctly for the best access, or because the learning demands of the scanning pattern for his vocabulary display are too difficult, given his developing cognitive skills. The TAT4AAC can provide evidence-based literature summaries on the learning demands of switch access and vocabulary layout which may provide information to the clinician for problem solving.
Lucy is a 10-year-old with Rett Syndrome who is learning to use eye gaze as way to access words in her speech generating device. It’s not clear to her clinician whether Lucy is having trouble learning eye gaze control because of the physical demands of eye gaze or the attentional demands that the sizable grid display places on her for reliable target selection. By using the TAT4AAC to read research summaries about eye gaze as an adaptive technology for cursor control, grid size and vocabulary organization, the clinician may to find answers to: Are the learning demands of this display too difficult for Lucy right now? Do we know what cognitive skills are required for eye gaze access? Does Lucy’s grid display place a cognitive load on eye gaze use?
The TAT4AAC can be used for communication team-building purposes
Orly is a 6th grader with complex communication needs who is treated by an AAC specialist at the local children’s hospital, and by her local school team. The AAC specialist has recommended one system based on an extensive feature matching assessment, and the school team has placed different recommendations in her IEP. The AAC specialist uses the TAT4AAC as a tool to show the evidence for his clinical decision and SGD recommendations to the school team.
Matthew’s school team is writing a clinical report, describing his strengths and proposing recommendations for him to try a new AAC system. The team can easily access articles and TAT4AAC literature summaries to share with his parents and his health care providers that support their recommendation. The TAT4AAC summaries were written to be easily understood by families and those not familiar with AAC principles and clinical vocabulary.
The TAT4AAC can be used for teaching and capacity building purposes
For clinical supervisors, the TAT4AAC can help teach student clinicians about AAC, cognitive demands of technology, and feature matching. Often, it is hard to explain why a strategy is not working for a client, or why a student’s developmental status might fit well with a specific AAC feature. The TAT4AAC provides evidence from the literature of how demanding AAC features are for learning and cognitive skills, and may help the clinical supervisors explain the role of cognition in AAC technology use.
For faculty members teaching AAC courses, for researchers, device developers and students completing literature reviews on AAC and cognition, the TAT4AAC provides a literature base that can form course content, research papers, and reference lists. It boasts of an evidence-based feature list that has been vetted by AAC and cognition national experts. It supplies annotated summaries of current and seminal articles about AAC technology features and cognition. The TAT4AAC can be used as a library resource as we develop our next set of clinical research questions and design our next devices for children with complex communication needs.
We invite you to explore this new resource and share your opinions, questions and uses with the Matrix Community of Practice.
Hopefully, you had a chance to select some AAC features on the TAT4AAC and read research summaries about the cognitive demands that those AAC technology features place on users. If not, here’s the link to try it out: tat4aac.ohsu.edu. Today, I’d like to discuss situations when you might use the TAT4AAC, and present recent applications from our colleagues.
The TAT4AAC can be used to guide clinical decision-making
Evan is a 7-year-old boy with severe cerebral palsy who is learning to use automatic single switch scanning on a symbol-based grid, with little success. The clinician can’t figure out if Evan is challenged because the switch is not positioned correctly for the best access, or because the learning demands of the scanning pattern for his vocabulary display are too difficult, given his developing cognitive skills. The TAT4AAC can provide evidence-based literature summaries on the learning demands of switch access and vocabulary layout which may provide information to the clinician for problem solving.
Lucy is a 10-year-old with Rett Syndrome who is learning to use eye gaze as way to access words in her speech generating device. It’s not clear to her clinician whether Lucy is having trouble learning eye gaze control because of the physical demands of eye gaze or the attentional demands that the sizable grid display places on her for reliable target selection. By using the TAT4AAC to read research summaries about eye gaze as an adaptive technology for cursor control, grid size and vocabulary organization, the clinician may to find answers to: Are the learning demands of this display too difficult for Lucy right now? Do we know what cognitive skills are required for eye gaze access? Does Lucy’s grid display place a cognitive load on eye gaze use?
The TAT4AAC can be used for communication team-building purposes
Orly is a 6th grader with complex communication needs who is treated by an AAC specialist at the local children’s hospital, and by her local school team. The AAC specialist has recommended one system based on an extensive feature matching assessment, and the school team has placed different recommendations in her IEP. The AAC specialist uses the TAT4AAC as a tool to show the evidence for his clinical decision and SGD recommendations to the school team.
Matthew’s school team is writing a clinical report, describing his strengths and proposing recommendations for him to try a new AAC system. The team can easily access articles and TAT4AAC literature summaries to share with his parents and his health care providers that support their recommendation. The TAT4AAC summaries were written to be easily understood by families and those not familiar with AAC principles and clinical vocabulary.
The TAT4AAC can be used for teaching and capacity building purposes
For clinical supervisors, the TAT4AAC can help teach student clinicians about AAC, cognitive demands of technology, and feature matching. Often, it is hard to explain why a strategy is not working for a client, or why a student’s developmental status might fit well with a specific AAC feature. The TAT4AAC provides evidence from the literature of how demanding AAC features are for learning and cognitive skills, and may help the clinical supervisors explain the role of cognition in AAC technology use.
For faculty members teaching AAC courses, for researchers, device developers and students completing literature reviews on AAC and cognition, the TAT4AAC provides a literature base that can form course content, research papers, and reference lists. It boasts of an evidence-based feature list that has been vetted by AAC and cognition national experts. It supplies annotated summaries of current and seminal articles about AAC technology features and cognition. The TAT4AAC can be used as a library resource as we develop our next set of clinical research questions and design our next devices for children with complex communication needs.
We invite you to explore this new resource and share your opinions, questions and uses with the Matrix Community of Practice.
Hopefully you have had a chance to explore the TAT4AAC at tat4aac.ohsu.edu. Today, I’d like to describe the 6 steps that went into building the website and adding the content. The project was led by Aimee Mooney, a speech-language pathologist, researcher and assistant professor at OHSU. She was joined by Michelle Kinsella OT, Deirdre McLaughlin SLP, and myself. Attached below I have included a photo of myself, Aimee and Michelle (from left to right); Deirdre wasn’t available at picture taking time. She was probably evaluating a youngster for AAC or working on Matrix data!
Step 1: We began the project by asking: What features of AAC technologies should we include in this new reference tool? We reviewed 8 different feature lists and ended up with four feature categories: Access, Display, Language and Output. We placed 54 AAC device/app features within these four categories. We validated this feature list nationally, asking AAC clinicians, users and developers to confirm our framework.
Step 2: We then examined the cognitive skills that are critical to AAC devices. We chose to focus on three cognitive skills: attention, memory, and executive function. We validated these selections through a consensus process with national cognition experts. In the pdf below you can see the grid that we formed to answer the question: What AAC features have cognitive demands, as reported by the research literature?
Step 3: With a framework in place to examine cognitive demands of each AAC feature, we delved into the current research literature. We conducted a literature review using the following guidelines: (1) use the key words attention, memory, executive function + designated AAC feature (i.e., memory + AAC direct selection); (2) only use literature from the past 10 years unless seminal article; (3) each article is read independently by 2 research associates who agree on inclusion in the TAT4AAC interactive library. (4) A summary is written for each article following strict rules so that the annotation is consistent throughout the website. Articles were tagged as either theoretical or empirical, for adult or child populations. A total of 68 articles were included in the final website.
Step 4: We contracted with a web designer to develop the final product which includes an interactive library and final report function. When we had finished the first version, we presented it to 72 stakeholders (AAC clinicians; educators; cognitive rehabilitation clinicians; AAC developers and technologists; people who rely on AAC and their parents or spouses; researchers). We redesigned portions of the final website based on their responses and recommendations.
Step 5: It was very important to us that potential TAT4AAC users understand the purpose of this tool and how it was developed. We spent a lot of time designing the home page, our mission statement and the development process. It was developed to (1) provide references about the cognitive demands of specific features of AAC technologies and (2) provide opportunities for clinicians to consider and compare the cognitive demands of AAC technologies.
We are clear that the TAT4AAC is:
-NOT an assessment tool.
-NOT a prerequisite list of cognitive skills needed before AAC technology is introduced.
-NOT a list to determine eligibility for potential device trial, purchase or training.
-NOT a list of cognitive skills needed before device trialing or purchase.
-NOT a base to eliminate AAC options for individuals who may rely on AAC technologies.
In the second image below, you can see an example of the cognitive demand report.
Step 6: The TAT4AAC website went live on Tuesday, November 12. We invite you to explore it and add it to your AAC toolbox. It can be found at: tat4aac.ohsu.edu
We are all challenged by cognitive demands placed on us by everyday technology. My latest challenges have been in the grocery store and with my smartphone. When I go to pay for groceries with a credit card, each store has different procedures. I’m either asked to swipe my card or to place the card in a chip reader. Some stores want me to sign with my finger, or sign with a stylus or just don’t sign. Each machine is slightly different and requires me to attend to the features of the technology. Same with my new smartphone. It took me ages to learn how to correctly use the HOME button. Now I don’t have a HOME button anymore. I must learn how to use swipe as my latest feature. I’m forever a learner of each new technology and the new demands that are placed on me for effective use.
The cognitive demands of technologies are present in each AAC device, as well. Consider for a moment the child who is learning to use an eye gaze system. She must remember her intended selection while moving her eyes to the correct area of the screen or switching screens to find the intended word. And if she’s using symbols, she must match the symbol with the intended word. The attention, memory and executive function demands placed on the youngster for just providing a one-word response are huge in this situation. We must examine what cognitive demands are placed on the user by AAC technology, and we must factor those cognitive demands into device design, device prescriptions, treatment and implementation.
In 2014, the REKNEW lab at Oregon Health & Science University, a partner of the NIDILRR-funded Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC), took on the challenge of developing a website that would help AAC providers, designers, and consumers consider these cognitive demands. We called the website TAT4AAC: Thinking about Thinking for AAC. (website: tat4aac.ohsu.edu)
The TAT4AAC website went live on Tuesday, November 12. We started sending out links to our colleagues, listservs, websites, and any interested parties we could think of. The Matrix CoP team asked us to share it with you here. We are delighted. In our next post, we will describe the evidence-based process that we used to develop the tool. And in our final post, we will propose different uses of the interactive tool. We hope you find this new resource as innovative, useful and important as we do: tat4aac.ohsu.edu
We are all challenged by cognitive demands placed on us by everyday technology. My latest challenges have been in the grocery store and with my smartphone. When I go to pay for groceries with a credit card, each store has different procedures. I’m either asked to swipe my card or to place the card in a chip reader. Some stores want me to sign with my finger, or sign with a stylus or just don’t sign. Each machine is slightly different and requires me to attend to the features of the technology. Same with my new smartphone. It took me ages to learn how to correctly use the HOME button. Now I don’t have a HOME button anymore. I must learn how to use swipe as my latest feature. I’m forever a learner of each new technology and the new demands that are placed on me for effective use.
The cognitive demands of technologies are present in each AAC device, as well. Consider for a moment the child who is learning to use an eye gaze system. She must remember her intended selection while moving her eyes to the correct area of the screen or switching screens to find the intended word. And if she’s using symbols, she must match the symbol with the intended word. The attention, memory and executive function demands placed on the youngster for just providing a one-word response are huge in this situation. We must examine what cognitive demands are placed on the user by AAC technology, and we must factor those cognitive demands into device design, device prescriptions, treatment and implementation.
In 2014, the REKNEW lab at Oregon Health & Science University, a partner of the NIDILRR-funded Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC), took on the challenge of developing a website that would help AAC providers, designers, and consumers consider these cognitive demands. We called the website TAT4AAC: Thinking about Thinking for AAC. (website: tat4aac.ohsu.edu)
The TAT4AAC website went live on Tuesday, November 12. We started sending out links to our colleagues, listservs, websites, and any interested parties we could think of. The Matrix CoP team asked us to share it with you here. We are delighted. In our next post, we will describe the evidence-based process that we used to develop the tool. And in our final post, we will propose different uses of the interactive tool. We hope you find this new resource as innovative, useful and important as we do: tat4aac.ohsu.edu
Hopefully you have had a chance to explore the TAT4AAC at tat4aac.ohsu.edu. Today, I’d like to describe the 6 steps that went into building the website and adding the content. The project was led by Aimee Mooney, a speech-language pathologist, researcher and assistant professor at OHSU. She was joined by Michelle Kinsella OT, Deirdre McLaughlin SLP, and myself. Attached below I have included a photo of myself, Aimee and Michelle (from left to right); Deirdre wasn’t available at picture taking time. She was probably evaluating a youngster for AAC or working on Matrix data!
Step 1: We began the project by asking: What features of AAC technologies should we include in this new reference tool? We reviewed 8 different feature lists and ended up with four feature categories: Access, Display, Language and Output. We placed 54 AAC device/app features within these four categories. We validated this feature list nationally, asking AAC clinicians, users and developers to confirm our framework.
Step 2: We then examined the cognitive skills that are critical to AAC devices. We chose to focus on three cognitive skills: attention, memory, and executive function. We validated these selections through a consensus process with national cognition experts. In the pdf below you can see the grid that we formed to answer the question: What AAC features have cognitive demands, as reported by the research literature?
Step 3: With a framework in place to examine cognitive demands of each AAC feature, we delved into the current research literature. We conducted a literature review using the following guidelines: (1) use the key words attention, memory, executive function + designated AAC feature (i.e., memory + AAC direct selection); (2) only use literature from the past 10 years unless seminal article; (3) each article is read independently by 2 research associates who agree on inclusion in the TAT4AAC interactive library. (4) A summary is written for each article following strict rules so that the annotation is consistent throughout the website. Articles were tagged as either theoretical or empirical, for adult or child populations. A total of 68 articles were included in the final website.
Step 4: We contracted with a web designer to develop the final product which includes an interactive library and final report function. When we had finished the first version, we presented it to 72 stakeholders (AAC clinicians; educators; cognitive rehabilitation clinicians; AAC developers and technologists; people who rely on AAC and their parents or spouses; researchers). We redesigned portions of the final website based on their responses and recommendations.
Step 5: It was very important to us that potential TAT4AAC users understand the purpose of this tool and how it was developed. We spent a lot of time designing the home page, our mission statement and the development process. It was developed to (1) provide references about the cognitive demands of specific features of AAC technologies and (2) provide opportunities for clinicians to consider and compare the cognitive demands of AAC technologies.
We are clear that the TAT4AAC is:
-NOT an assessment tool.
-NOT a prerequisite list of cognitive skills needed before AAC technology is introduced.
-NOT a list to determine eligibility for potential device trial, purchase or training.
-NOT a list of cognitive skills needed before device trialing or purchase.
-NOT a base to eliminate AAC options for individuals who may rely on AAC technologies.
In the second image below, you can see an example of the cognitive demand report.
Step 6: The TAT4AAC website went live on Tuesday, November 12. We invite you to explore it and add it to your AAC toolbox. It can be found at: tat4aac.ohsu.edu
Hopefully, you had a chance to select some AAC features on the TAT4AAC and read research summaries about the cognitive demands that those AAC technology features place on users. If not, here’s the link to try it out: tat4aac.ohsu.edu. Today, I’d like to discuss situations when you might use the TAT4AAC, and present recent applications from our colleagues.
The TAT4AAC can be used to guide clinical decision-making
Evan is a 7-year-old boy with severe cerebral palsy who is learning to use automatic single switch scanning on a symbol-based grid, with little success. The clinician can’t figure out if Evan is challenged because the switch is not positioned correctly for the best access, or because the learning demands of the scanning pattern for his vocabulary display are too difficult, given his developing cognitive skills. The TAT4AAC can provide evidence-based literature summaries on the learning demands of switch access and vocabulary layout which may provide information to the clinician for problem solving.
Lucy is a 10-year-old with Rett Syndrome who is learning to use eye gaze as way to access words in her speech generating device. It’s not clear to her clinician whether Lucy is having trouble learning eye gaze control because of the physical demands of eye gaze or the attentional demands that the sizable grid display places on her for reliable target selection. By using the TAT4AAC to read research summaries about eye gaze as an adaptive technology for cursor control, grid size and vocabulary organization, the clinician may to find answers to: Are the learning demands of this display too difficult for Lucy right now? Do we know what cognitive skills are required for eye gaze access? Does Lucy’s grid display place a cognitive load on eye gaze use?
The TAT4AAC can be used for communication team-building purposes
Orly is a 6th grader with complex communication needs who is treated by an AAC specialist at the local children’s hospital, and by her local school team. The AAC specialist has recommended one system based on an extensive feature matching assessment, and the school team has placed different recommendations in her IEP. The AAC specialist uses the TAT4AAC as a tool to show the evidence for his clinical decision and SGD recommendations to the school team.
Matthew’s school team is writing a clinical report, describing his strengths and proposing recommendations for him to try a new AAC system. The team can easily access articles and TAT4AAC literature summaries to share with his parents and his health care providers that support their recommendation. The TAT4AAC summaries were written to be easily understood by families and those not familiar with AAC principles and clinical vocabulary.
The TAT4AAC can be used for teaching and capacity building purposes
For clinical supervisors, the TAT4AAC can help teach student clinicians about AAC, cognitive demands of technology, and feature matching. Often, it is hard to explain why a strategy is not working for a client, or why a student’s developmental status might fit well with a specific AAC feature. The TAT4AAC provides evidence from the literature of how demanding AAC features are for learning and cognitive skills, and may help the clinical supervisors explain the role of cognition in AAC technology use.
For faculty members teaching AAC courses, for researchers, device developers and students completing literature reviews on AAC and cognition, the TAT4AAC provides a literature base that can form course content, research papers, and reference lists. It boasts of an evidence-based feature list that has been vetted by AAC and cognition national experts. It supplies annotated summaries of current and seminal articles about AAC technology features and cognition. The TAT4AAC can be used as a library resource as we develop our next set of clinical research questions and design our next devices for children with complex communication needs.
We invite you to explore this new resource and share your opinions, questions and uses with the Matrix Community of Practice.
We are all challenged by cognitive demands placed on us by everyday technology. My latest challenges have been in the grocery store and with my smartphone. When I go to pay for groceries with a credit card, each store has different procedures. I’m either asked to swipe my card or to place the card in a chip reader. Some stores want me to sign with my finger, or sign with a stylus or just don’t sign. Each machine is slightly different and requires me to attend to the features of the technology. Same with my new smartphone. It took me ages to learn how to correctly use the HOME button. Now I don’t have a HOME button anymore. I must learn how to use swipe as my latest feature. I’m forever a learner of each new technology and the new demands that are placed on me for effective use.
The cognitive demands of technologies are present in each AAC device, as well. Consider for a moment the child who is learning to use an eye gaze system. She must remember her intended selection while moving her eyes to the correct area of the screen or switching screens to find the intended word. And if she’s using symbols, she must match the symbol with the intended word. The attention, memory and executive function demands placed on the youngster for just providing a one-word response are huge in this situation. We must examine what cognitive demands are placed on the user by AAC technology, and we must factor those cognitive demands into device design, device prescriptions, treatment and implementation.
In 2014, the REKNEW lab at Oregon Health & Science University, a partner of the NIDILRR-funded Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC), took on the challenge of developing a website that would help AAC providers, designers, and consumers consider these cognitive demands. We called the website TAT4AAC: Thinking about Thinking for AAC. (website: tat4aac.ohsu.edu)
The TAT4AAC website went live on Tuesday, November 12. We started sending out links to our colleagues, listservs, websites, and any interested parties we could think of. The Matrix CoP team asked us to share it with you here. We are delighted. In our next post, we will describe the evidence-based process that we used to develop the tool. And in our final post, we will propose different uses of the interactive tool. We hope you find this new resource as innovative, useful and important as we do: tat4aac.ohsu.edu
Hopefully you have had a chance to explore the TAT4AAC at tat4aac.ohsu.edu. Today, I’d like to describe the 6 steps that went into building the website and adding the content. The project was led by Aimee Mooney, a speech-language pathologist, researcher and assistant professor at OHSU. She was joined by Michelle Kinsella OT, Deirdre McLaughlin SLP, and myself. Attached below I have included a photo of myself, Aimee and Michelle (from left to right); Deirdre wasn’t available at picture taking time. She was probably evaluating a youngster for AAC or working on Matrix data!
Step 1: We began the project by asking: What features of AAC technologies should we include in this new reference tool? We reviewed 8 different feature lists and ended up with four feature categories: Access, Display, Language and Output. We placed 54 AAC device/app features within these four categories. We validated this feature list nationally, asking AAC clinicians, users and developers to confirm our framework.
Step 2: We then examined the cognitive skills that are critical to AAC devices. We chose to focus on three cognitive skills: attention, memory, and executive function. We validated these selections through a consensus process with national cognition experts. In the pdf below you can see the grid that we formed to answer the question: What AAC features have cognitive demands, as reported by the research literature?
Step 3: With a framework in place to examine cognitive demands of each AAC feature, we delved into the current research literature. We conducted a literature review using the following guidelines: (1) use the key words attention, memory, executive function + designated AAC feature (i.e., memory + AAC direct selection); (2) only use literature from the past 10 years unless seminal article; (3) each article is read independently by 2 research associates who agree on inclusion in the TAT4AAC interactive library. (4) A summary is written for each article following strict rules so that the annotation is consistent throughout the website. Articles were tagged as either theoretical or empirical, for adult or child populations. A total of 68 articles were included in the final website.
Step 4: We contracted with a web designer to develop the final product which includes an interactive library and final report function. When we had finished the first version, we presented it to 72 stakeholders (AAC clinicians; educators; cognitive rehabilitation clinicians; AAC developers and technologists; people who rely on AAC and their parents or spouses; researchers). We redesigned portions of the final website based on their responses and recommendations.
Step 5: It was very important to us that potential TAT4AAC users understand the purpose of this tool and how it was developed. We spent a lot of time designing the home page, our mission statement and the development process. It was developed to (1) provide references about the cognitive demands of specific features of AAC technologies and (2) provide opportunities for clinicians to consider and compare the cognitive demands of AAC technologies.
We are clear that the TAT4AAC is:
-NOT an assessment tool.
-NOT a prerequisite list of cognitive skills needed before AAC technology is introduced.
-NOT a list to determine eligibility for potential device trial, purchase or training.
-NOT a list of cognitive skills needed before device trialing or purchase.
-NOT a base to eliminate AAC options for individuals who may rely on AAC technologies.
In the second image below, you can see an example of the cognitive demand report.
Step 6: The TAT4AAC website went live on Tuesday, November 12. We invite you to explore it and add it to your AAC toolbox. It can be found at: tat4aac.ohsu.edu
Hopefully, you had a chance to select some AAC features on the TAT4AAC and read research summaries about the cognitive demands that those AAC technology features place on users. If not, here’s the link to try it out: tat4aac.ohsu.edu. Today, I’d like to discuss situations when you might use the TAT4AAC, and present recent applications from our colleagues.
The TAT4AAC can be used to guide clinical decision-making
Evan is a 7-year-old boy with severe cerebral palsy who is learning to use automatic single switch scanning on a symbol-based grid, with little success. The clinician can’t figure out if Evan is challenged because the switch is not positioned correctly for the best access, or because the learning demands of the scanning pattern for his vocabulary display are too difficult, given his developing cognitive skills. The TAT4AAC can provide evidence-based literature summaries on the learning demands of switch access and vocabulary layout which may provide information to the clinician for problem solving.
Lucy is a 10-year-old with Rett Syndrome who is learning to use eye gaze as way to access words in her speech generating device. It’s not clear to her clinician whether Lucy is having trouble learning eye gaze control because of the physical demands of eye gaze or the attentional demands that the sizable grid display places on her for reliable target selection. By using the TAT4AAC to read research summaries about eye gaze as an adaptive technology for cursor control, grid size and vocabulary organization, the clinician may to find answers to: Are the learning demands of this display too difficult for Lucy right now? Do we know what cognitive skills are required for eye gaze access? Does Lucy’s grid display place a cognitive load on eye gaze use?
The TAT4AAC can be used for communication team-building purposes
Orly is a 6th grader with complex communication needs who is treated by an AAC specialist at the local children’s hospital, and by her local school team. The AAC specialist has recommended one system based on an extensive feature matching assessment, and the school team has placed different recommendations in her IEP. The AAC specialist uses the TAT4AAC as a tool to show the evidence for his clinical decision and SGD recommendations to the school team.
Matthew’s school team is writing a clinical report, describing his strengths and proposing recommendations for him to try a new AAC system. The team can easily access articles and TAT4AAC literature summaries to share with his parents and his health care providers that support their recommendation. The TAT4AAC summaries were written to be easily understood by families and those not familiar with AAC principles and clinical vocabulary.
The TAT4AAC can be used for teaching and capacity building purposes
For clinical supervisors, the TAT4AAC can help teach student clinicians about AAC, cognitive demands of technology, and feature matching. Often, it is hard to explain why a strategy is not working for a client, or why a student’s developmental status might fit well with a specific AAC feature. The TAT4AAC provides evidence from the literature of how demanding AAC features are for learning and cognitive skills, and may help the clinical supervisors explain the role of cognition in AAC technology use.
For faculty members teaching AAC courses, for researchers, device developers and students completing literature reviews on AAC and cognition, the TAT4AAC provides a literature base that can form course content, research papers, and reference lists. It boasts of an evidence-based feature list that has been vetted by AAC and cognition national experts. It supplies annotated summaries of current and seminal articles about AAC technology features and cognition. The TAT4AAC can be used as a library resource as we develop our next set of clinical research questions and design our next devices for children with complex communication needs.
We invite you to explore this new resource and share your opinions, questions and uses with the Matrix Community of Practice.
I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
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It was created by a group of young adults who are deafblind who have formed their own 501.c.3. The editing for the video, the images in the video, and even the music were all written by young adults who are deafblind. Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. 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Thanks!","userID":2083,"timestamp":"2014-12-01T13:28:32.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"symbol discussion","show":true,"views":193,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05","Post":{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2088,"postID":4049,"userID":2020,"timestamp":"2014-12-04T18:46:54.7","Post":{"postID":4049,"title":"Matrix Assessment Question","body":"When completing the Communication Matrix assessment for a student, should items related to intentionally communicating be marked as emerging if the student only displays the behavior towards two student preferred items?","userID":3134,"timestamp":"2014-12-04T14:15:36.777","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"This is a common question when administering The Communication Matrix","show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2089,"postID":4051,"userID":2020,"timestamp":"2014-12-04T18:48:24.377","Post":{"postID":4051,"title":"Communication Matrix Inquiry","body":"In the framework of requesting more of an action/object/activity: \r\n\r\nWhen offered two options at a time, the student (with visual impairment) listens and then uses his hands to reach towards the option he desires. This is done with his hand in-between staff's two hands. Staff taps one side of his hand and indicates \"would you like this\", then taps the other side of his hand and presents an option like, \"or something else\", for example. This use of partner assisted scanning is not limited to a 'yes' or 'no' response and has been helpful in order for the student to indicate his intent in some scenarios. I am leaning towards Level 6: spoken word. Do you agree?","userID":3157,"timestamp":"2014-12-04T14:31:12.647","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"good question!","show":true,"views":119,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347","Post":{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2094,"postID":4057,"userID":2020,"timestamp":"2014-12-12T10:22:22.827","Post":{"postID":4057,"title":"Great Conference in Michigan","body":"Wanted to post this for anyone who is interested. Great conference for those tough complex communication needs students with physical impairments and switch access.","userID":3135,"timestamp":"2014-12-10T07:58:17.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"I work with the best colleague, ever! ","show":true,"views":162,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2095,"postID":4007,"userID":2020,"timestamp":"2014-12-12T10:26:46.873","Post":{"postID":4007,"title":"Your Holiday with Special Needs","body":"I found some great sites to help prepare you for the upcoming holidays with your special needs child!\r\n\r\nToys and gifts:\r\nFirst, Toys R Us has a wonderful toy guide for differently abled kids. You can target any number of skills from gross motor to creativity in addition to providing tips like taking into account method of activation and multi-sensory appeal. www.toysrus.com/shop/index.jsp?categoryId=3261680\r\n\r\nNext, Enabling Devices ( enablingdevices.com ) offers it's own holiday gift guide with gifts at varying price points (less than $50 to less than $150) along with discounts. \r\n\r\nGreat blog Love That Max www.lovethatmax.com has an excellent holiday gift guide with description on how each toy can be useful for a child with special needs ( www.lovethatmax.com/2014/11/gifts-and-toys-for-kids-with-special-needs.html ).\r\n\r\nCelebration:\r\nPrAACtical AAC has a marvelous article on \"10 Ways to Have an AAC Holiday Season!\" found here: http://praacticalaac.org/praactical/10-ways-to-have-an-aac-holiday-season/\r\n\r\nCare.com shares \"5 Ways to Make the Holidays Happier for Children with Special Needs\" here: https://www.care.com/a/5-ways-to-make-the-holidays-happier-for-children-with-special-needs-1212110135\r\n\r\nAbilityPath.org offers a Holiday Survival Guide for Families with Special Needs which includes a gift guide, tips for celebrating Christmas and Hanukkah with your special needs child, a social story about visiting Santa, and more! You can get the guide here: http://www.abilitypath.org/tools-resources/links--resources/abilitypath_holidaysurvivalguideforparentswithspecialneeds_2010.pdf\r\n\r\nLastly, if you celebrate Christmas and live near a Simone mall check out their Caring Santa program which invites kids with special need who may have sensory issues to come to visit Santa when the mall is closed. www.simon.com/caring-santa\r\n\r\nDo you have any other useful holiday resources, gift guides, or tips? \r\nHappy Holidays!","userID":1012,"timestamp":"2014-11-25T10:04:39.43","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":50,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2098,"postID":4063,"userID":2020,"timestamp":"2014-12-15T12:50:35.857","Post":{"postID":4063,"title":"Giving Back","body":"As a classroom teacher who was one of the first patients at Mott's Children's Hospital at the University of Michigan to have open heart surgery (in the early '60s) I have always felt an unending gratitude to living past the age of 16! Doctors who performed the procedure were the \"who's who\" of modern cardiac medicine at the time. In an effort to share my insight to their own personal journeys and medical issues, and their vulnerability, we planned a GIVING TRIP to MOTT!! We asked for parent and staff donations of pajamas (to fit infants and toddlers who would be hospitalized right now). The contact person at the hospital (a wonderful nurse) specified this age group because hospital gowns are always too big for these young children! In total we had 27 pair of pajamas. Our class made a special card and voted on the image and message that would go in the card. They used their alternative pencils to write their name on the card! Our volunteer created and illustrated a story about a child who was hospitalized during the holiday season. In the photo, you can see one of our students presenting this unique storybook to the hospital library! :)","userID":3129,"timestamp":"2014-12-15T08:43:34.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"A story worth reading! ","show":true,"views":43,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2103,"postID":4064,"userID":2020,"timestamp":"2014-12-17T07:14:51.8","Post":{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2105,"postID":4077,"userID":2020,"timestamp":"2014-12-19T07:52:21.777","Post":{"postID":4077,"title":"answering yes/no questions at the unconventional level","body":"Hi there, I'm a teacher for students with significant multiple disabilities whom are all nonverbal. I'm working on developing teaching strategies to help them communicate more effectively based on the communication matrix. One strategy that has worked very well is helping the child refuse or accept at the unconventional level. I present objects or object representations one at a time to help the student reject or accept. The unconventional level of reject is pushing object away, whine, or frown so wouldn't the unconventional level of accepting be grabbing the object, making a happy noise, or smiling? This is different than obtaining by making choices because there is only one option at a time. This is actually more like answering yes/no questions at the unconventional level which is not on the communication matrix. So I guess my question is why is there not an unconventional level of answering yes/no questions. The conventional method of answering \"no\" to a question is the same as the conventional refusal method so why wouldn't the unconventional method of answering \"no\" to a question be the same as the unconventional refusal method? I just thought I'd throw this question out there as I'm trying to develop a more systematic way for teaching communication to students with significant multiple disabilities. Let me know your thoughts. Thanks.","userID":2082,"timestamp":"2014-12-18T13:31:54.573","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Unconventional rejection/want: Bridge to the symbolic YES and NO...thoughts? ","show":true,"views":371,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803","Post":{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2133,"postID":4144,"userID":2020,"timestamp":"2015-01-22T14:30:45.157","Post":{"postID":4144,"title":"Communication Supports Inventory- Children & Youth (CSI-CY)","body":"CSI-CY is a tool to help professionals working with students with complex communication needs make educational plans that are comprehensive enough to capture their strengths and restrictions. The CSI-CY is an inventory designed to make goal writing easier for teachers and speech-language pathologists who work with students who are augmentative and alternative communication (AAC) users or potential users. You can find a video and a PDF in the following link:\r\nhttp://icfcy.org/aac","userID":2021,"timestamp":"2015-01-14T11:48:02.647","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Very useful tool to help teachers and SLP's to write goals for ACC users.","show":true,"views":1800,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3177,"postID":5305,"userID":2020,"timestamp":"2015-03-01T08:07:35.12","Post":{"postID":5305,"title":"Development of Communicative Intent Covered by Communication Matrix","body":"This video goes through each of the the 7 Levels fo the Communication Matrix, explaining how communicative intent evolves from one level to the next.","userID":2023,"timestamp":"2015-02-12T10:16:08.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2759,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3180,"postID":4288,"userID":2020,"timestamp":"2015-03-14T14:44:49.917","Post":{"postID":4288,"title":"Kathy From Wing Lake ","body":"Hello All,\r\n I am shamefully late in posting on this website. I work at Wing Lake as a teacher for students with severe cognitive disabilities. We use the Matrix for every student and it is wonderful to watch their progress year after year. See you all soon. Kathy ","userID":3223,"timestamp":"2015-02-10T11:17:16.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3202,"postID":5512,"userID":2020,"timestamp":"2015-05-07T10:18:43.057","Post":{"postID":5512,"title":"A HUMONGOUS THANK YOU","body":"Yesterday, I had the great pleasure of meeting Dr. Charity Rowland, Alex Cook, Gayl Bowser, Amy Parker and Kelly Fonner at the Wing Lake Developmental Center in the Bloomfield Hills School District in Michigan. It was such an honor to sit and talk with each of them regarding the Communication Matrix, discussing students, collaborating and having fun. They are such a lovely group of women and it was such an honor to spend the day with them. Thanks you so much for including my school in this wonderful learning practice. Looking forward to seeing and talking with you all in the future. Thanks again Laura Cusumano!","userID":3135,"timestamp":"2015-05-07T07:01:50.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3220,"postID":5526,"userID":2020,"timestamp":"2015-05-27T16:11:50.177","Post":{"postID":5526,"title":"Learning about Rare Disorders: A Parent and Professionals Perspective on Rett Syndrome","body":"Katie's Clinic for Rett Syndrome, part of the UCSF Benioff Children's Hospital in Oakland has put together this wonderful You Tube video describing Rett Syndrome from a parent and professional's perspective.\r\n\r\nI loved how both parents and professionals described how important communication was to understanding their children and learning to listen to children communicating without words. \r\n\r\nLearn more about Katie's Clinic here : http://www.childrenshospitaloakland.org/main/departments-services/rett-syndrome-89.aspx\r\n\r\nCheck out that video below. ","userID":1015,"timestamp":"2015-05-13T16:12:23.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":185,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3222,"postID":5471,"userID":2020,"timestamp":"2015-06-02T04:09:25.263","Post":{"postID":5471,"title":"Initiating/Requesting","body":"Hi All!\r\nThis is an area that I find challenging for some students. I have an older SXI student who is very social, but doesn't initiate or request new items, interactions, etc. So far I have found using PODD has been helping. Yeah! The class will all be involved in discussions (such as what clothes to pack for vacation, what colors to use for a holiday card, etc.) and my very social student will notice what others are saying via PODD. His watching indicates to me his interest so I will acknowledge verbally this interest and place a PODD book opened to the page we are discussing. He has begun to point to various choices....great contributions to our classroom discussions! I feel this is beginning to shape his behavior to initiate new interactions with others. I had to share the success and am wondering what others are doing. ","userID":3138,"timestamp":"2015-04-27T05:57:22.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3223,"postID":5533,"userID":2020,"timestamp":"2015-06-02T04:10:19.61","Post":{"postID":5533,"title":"The Expressive Communication Skills of Individuals with Rett Syndrome (Communication Matrix Data in Action)","body":"Here you can see a poster I presented locally at Oregon Health and Science University about the expressive communication skills of people with Rett syndrome. I used data from the Communication Matrix as my sample.\r\nSome of the big takeaways I found: \r\n-Eye gaze was the one of the most highly used intentionally communicative behaviors \r\n-Alternating Gaze was used significantly more often than other behaviors in the category of Conventional Gestures & Vocalizations \r\n-Using visual behaviors to communicate was common most likely because 68% of individuals in this sample had either severe or moderate physical impairments. Another possible related explanation is that individuals with Rett also tend to have repetitive hand movements or restricted muscles of their hand which can make other forms of communication difficult.\r\n-Most individuals communicated to refuse and obtain, while fewer participants communicated for social interaction or to exchange information.\r\n\r\nYou can check out the rest of my poster by clicking on the attached PDF.\r\n\r\nWhat has your experience been helping individuals with Rett communicate? Have you found visual modes of communication more successful? Or have you had success in other modes of communication?\r\n\r\n","userID":1012,"timestamp":"2015-05-15T15:47:47.803","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":582,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3224,"postID":5442,"userID":2020,"timestamp":"2015-06-02T04:25:33.84","Post":{"postID":5442,"title":"SXI teacher","body":"Hi all! I feel that one of my kiddos is ready to work on refining his switch use skills. We (his SLP and I) have determined a set placement for a \"yes\" switch on the dominant side of his wheelchair tray - so far, so good! Now, this placement and set vocabulary of \"yes\" is to answer questions or to communicate a message with partner assisted scanning. I am considering using online/cause and effect games to strengthen his switch use skills (and for fun :)). Is it \"ok\" to use the same switch location for \"fun\" as it is for communicating \"yes\"? Please advise :). THANK YOU!!","userID":3132,"timestamp":"2015-04-16T07:35:11.847","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3225,"postID":5429,"userID":2020,"timestamp":"2015-06-02T04:30:39.127","Post":{"postID":5429,"title":"Taking Stock of our New Community","body":"The Communication Matrix Team would like to reach out to all the members of our new Community of Practice. We launched in mid-October and now have about 300 members and who knows how many of you who follow our posts occasionally without actually joining! We are happy that our Community grows day by day, even without any real publicity. Actually, that is our goal right now: to publicize the Community far and wide to attract more members and followers. The more people involved, the more useful information you will be able to find on the web site. So, this is a shout-out to all of you members and followers for joining us in our early days and helping us to shape this new community!","userID":2023,"timestamp":"2015-04-08T10:08:24.677","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913","Post":{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187","Post":{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3233,"postID":5559,"userID":2020,"timestamp":"2015-06-07T09:29:03.53","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4235,"postID":6565,"userID":2020,"timestamp":"2015-06-30T08:33:57.937","Post":{"postID":6565,"title":"Have Fun Teaching ","body":"This is a web site [just google it] that offers music and songs for early alphabet awareness and learning. Also, there are great songs for early math such as shape. The music is definitely age appropriate for middles school and high school age even thought the content is much earlier developmentally.","userID":3129,"timestamp":"2015-06-18T12:49:33.677","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1060,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4244,"postID":6618,"userID":2020,"timestamp":"2015-07-24T18:30:02.237","Post":{"postID":6618,"title":"shared reading for Jazz Man","body":"Another shared reading. Enjoy the activity plan and hope Amy can use this one too! ","userID":3129,"timestamp":"2015-07-16T05:53:58.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":363,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323","Post":{"postID":6659,"title":"Reflections from a Parent- Value of Community","body":"Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4267,"postID":6699,"userID":2020,"timestamp":"2015-09-11T15:29:24.113","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857","Post":{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]}},{"starID":4288,"postID":6720,"userID":2020,"timestamp":"2015-10-06T19:57:43.193","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
I am working with teachers of older students and am still seeing \"calendar time\" activities that are not appropriate for older students. Can anyone share any programs, websites, etc that they are using with older students to reinforce these daily concepts in an age appropriate manner. Thanks Diane Fekete
","userID":6510,"timestamp":"2015-10-23T11:10:22","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4338,"postID":6812,"userID":2020,"timestamp":"2015-10-30T15:25:56.043","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4374,"postID":6874,"userID":2020,"timestamp":"2015-11-21T08:43:03.883","Post":{"postID":6874,"title":"Example Goals","body":"I am having some difficulty determining how to write goals based off of the results from the matrix. So I was wanting to ask if anyone has some good examples that they would be willing to share? I appreciate any input!!!
","userID":6528,"timestamp":"2015-11-19T14:12:43.38","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":248,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4375,"postID":6871,"userID":2020,"timestamp":"2015-11-21T08:44:13.163","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4394,"postID":6895,"userID":2020,"timestamp":"2015-12-05T18:50:40.9","Post":{"postID":6895,"title":"Any Communication is still Communication","body":"I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5479,"postID":8042,"userID":2020,"timestamp":"2016-02-26T21:19:08.52","Post":{"postID":8042,"title":"Jake's Journey from Learning Communication to Becoming Literate","body":"As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
I have an eight year old student with Autism with severe behaviors at times who has a dedicated device. We are currently in a trial for an new communication application. He has used his device for a couple of years and is able to navigate through it but does not always request what he really wants. He requests items because he knows he gets his response but does not fulfill his need/want which leads to severe behaviors. This new app we are trying seems to exposes him to more vocabulary and options. I am really stuck with increasing his wants and making comments. Do I just stick with the requests before I move to comments?
","userID":6603,"timestamp":"2016-02-26T12:52:25.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":404,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38","Post":{"postID":8078,"title":"Active Learning website- Free!","body":"There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5528,"postID":8195,"userID":2020,"timestamp":"2016-05-04T05:37:15.173","Post":{"postID":8195,"title":"Research Supporting Conceptual Vocabulary","body":"There is one recent study that specifically targeted conceptual vocabulary in an AAC intervention for a child with multiple disabilities including deafblindness. You can find more about it here: http://www.ncbi.nlm.nih.gov/pubmed/24229336
Basically, the authors used a modified PECS procedure to teach the boy to communicate MORE, DONE, and NEW when presented with a variety of preferred and nonpreferred objects or engaged in a variety of preferred and nonpreferred activities. The boy learned the conceptually referenced tactile symbols.
We are focusing on the words GO, LIKE, and NOT in our work with students with the most complex needs including deafblindness, and we're finding those three words can be used to communicate for many different purposes across many contexts.
","userID":9989,"timestamp":"2016-05-02T02:13:00.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2253,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":36,"collectionID":37,"postID":8195,"quote":"This post was meant to start the conversation about conceptual versus concrete vocabulary."},{"collectionItemID":92,"collectionID":65,"postID":8195,"quote":"It really is all about the words. Here is more to consider when choosing and teaching core words. "}]}},{"starID":5529,"postID":8198,"userID":2020,"timestamp":"2016-05-04T18:48:27.04","Post":{"postID":8198,"title":"Increasing Opportunities to Teach and Learn","body":"As we are teaching conceptually-referenced vocabulary, we constantly look for ways to link the new concept with some experience or routine students know. For example, we are teaching a symbol (graphic or tactual) for the word LIKE. It is a favorite among the teachers in our study. We think they use it so often because they can easily recognize when their students are engaged in an experience or interacting with materials that they enjoy. When the teachers see that their student likes something, they point to the graphic symbol or place the tactual symbol in the child's hand and say, \"You LIKE <fill in label>.\" For students with hearing loss, they sign LIKE (hand-in hand if needed) while pointing to the graphic symbol or placing the tactual symbol in the child's other hand. This can happen dozens of times a day across a variety of activities and experiences. LIKE is not linked to a specific referent, it is a concept that is linked to the feeling of enjoying something. We have several students who are now using LIKE to communicate in a variety of ways across contexts. We acknowledge that it is also important to teach vocabulary that can be associated with concrete referents, but what we gain with this focus on conceptually-referenced vocabulary is a dramatic increase in opportunity to teach and learn.
","userID":9989,"timestamp":"2016-05-04T11:38:56.607","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1872,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":37,"collectionID":37,"postID":8198,"quote":"Conceptually referenced vocabulary can be used in a variety of ways across contexts"}]}},{"starID":5551,"postID":8230,"userID":2020,"timestamp":"2016-05-22T20:19:06.203","Post":{"postID":8230,"title":"Spontaneous Concrete Symbolic Communication","body":"Has anyone seen their child making up their own object symbols for something? My puppy spontaneously started bringing me her food and water dishes when they were empty, and I realized that was object symbol communication. Before that, I thought of object symbols only as something that you teach the communicator, not something they think up on their own.
","userID":11504,"timestamp":"2016-05-18T16:06:05.507","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":52,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5568,"postID":6696,"userID":2020,"timestamp":"2016-06-06T00:36:57.89","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5599,"postID":8376,"userID":2020,"timestamp":"2016-08-03T00:26:23.47","Post":{"postID":8376,"title":"Cerebral Palsy and Movement 101 free resources for YOU!","body":"I just got back from an amazing opportunity to learn from Gayle Porter, Claire Cotter and Linda Burkhart for the past 5 days in Maryland. The good folks at CPEC have created two modules about Cerebral Palsy and Movement issues as well as some tips for School and therapy. These videos are great resources for parents, therapists, teachers and others who are just plain interested in learning more about movement disorders, understanding the movement patterns your child displays and teaching them more effectively. To access the videos, just follow the link and create an account.
It's totally free but the information is priceless.https://cpec.org.au/services/train-online/
Schools 1: \"I have a Student with Cerebral Palsy...What does that mean?\"
Schools 2: \"Learning to Move, Moving to Learn”
Perhaps these modules would help a friend that you know. Here are a few scenarios for you to ponder:
Scenario 1: You are reading with a student and you ask them if they want to turn the page. Your student has CP. She knocks the book out of your hand, and turns her head and doesn't appear to look back or even want to look back. Is this an epic fail? Most likely not. Most likely you have misinterpreted your students movement patterns and are attributing FALSE associations and erroneous meanings to their movement.
Scenario 2: You are diligently working with a student and everyone is totally into the lesson you prepared. All of a sudden, your student turns her head away and the well meaning assistant makes some smart-a## comment about them not wanting to talk to you and dismisses both of you altogether.
I know that either of these scenarios would never happen where you are, and of course they NEVER happened with me, my students or my school but you get the idea.
stay tuned for more gems
We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5601,"postID":8365,"userID":2020,"timestamp":"2016-08-03T00:26:51.547","Post":{"postID":8365,"title":"Teaching vocabulary explicitly is essential for students using AAC to develop language ","body":"One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Newly added professional development modules: http://www.project-core.com
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
Oakland Schools Self-Assessment for Vocabulary Instruction PDF is attached.
","userID":4370,"timestamp":"2016-07-26T04:53:04.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2023,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":91,"collectionID":65,"postID":8365,"quote":"Vocabulary Instruction is # 3 in our TOP 4 Implementation Strategies "}]}},{"starID":5622,"postID":8426,"userID":2020,"timestamp":"2016-09-09T22:23:30.157","Post":{"postID":8426,"title":"I'm sharing a review article on Supporting Communication for Adults with Neurodegenerative Disease","body":"This article give an overview of communication supports (AAC) that are most usefuls for patients with complex communication impairments secondary to neurodegenerative disease. The AAC service depends on whether the condition affects speech and motor skills (as in ALS), language (as in Primary Progressive Aphasia) or cognition (as in Dementia). This review article discusses symptom management, including low and high tech solutions and communication partner training. Emphasis is on three themes which are imperative in the delivery of AAC for these poplulations: 1)early intervention, 2)inclusion of communication partners 3)modification of AAC strategies throughout disease progression. Conclusions: AAC should be standard practice for adults with neurodegenerative disease. Patients can maintain effective, functional communication with AAC supports. Individualized communication systems can be implemented ensuring patients remain active participants in daily activities.
Link:http://content.iospress.com/articles/neurorehabili...
","userID":9064,"timestamp":"2016-09-08T21:52:43.473","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1033,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":116,"collectionID":82,"postID":8426,"quote":"Check out this Review Article on Supporting Communication for Patients with Neurodegenerative Disease"}]}},{"starID":5712,"postID":8544,"userID":2020,"timestamp":"2016-12-01T06:07:29.607","Post":{"postID":8544,"title":"GOLD from TalkingAAC Conference Michigan 2016","body":"Hi AAC Friends,
I wasn't able to attend this year's TalkingAAC conference in Michigan ecause I was giving my own parent talk, but wanted to share the handouts from these dynamic sessions. There is something for everyone LAMP, Funding of SGDs, PODD, CORE, the work that Marlene Cummings and Oakland Schools is doing, Literacy, DeafBlind Central, Peer Modeling, Switch Access, The Communication Matrix, yep... just about everything.
Enders, Ahern, Taylor
Just Great Stuff.
enjoy
http://www.talkingaac.org/conference-handouts.html
I have found the matrix helpful in developing new IEP goals. It has helped point me in the direction of my student's next \"steps\" in regards to language development and use.
","userID":14147,"timestamp":"2017-01-06T20:12:08.327","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3","Post":{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]}},{"starID":5776,"postID":8614,"userID":2020,"timestamp":"2017-02-06T22:11:03.37","Post":{"postID":8614,"title":"Interdisciplinary Team Collection Resources Page","body":"This post provides a summary of all the resources listed throughout the “Interdisciplinary Teamwork” posts as well as several additional resources for those seeking additional information. I hope you have enjoyed this collection of posts on the topic of interdisciplinary teamwork. Though there are many barriers to establishing standards of interdisciplinary education or implementing interdisciplinary teamwork with all team members, the benefits to our clients and our professional communities far outweigh the challenges. Special thanks to Erin Bricker, speech-language pathologist at Willamette ESD in Salem, OR., for reviewing this collection of posts and for excellent collaborative discussions from the perspective of a school-based speech-language pathologist. Thank you for taking the time to read about this important topic, and I hope that the resources we shared will support your team in improving the quality of interdisciplinary team care you provide.
Resources Page
ASHA’s website on interprofessional education and interporefessional practice
Free ASHA webinar (0.2 CEUs) on interprofessional practice
- Dixon, D., Fagan, E., McNeilly, L., & Nunez, L. (2015). The what, the why, the how of professional collaboration. Retrieved from http://www.asha.org/Practice/The-Why-What-and-How-of-Interprofessional-Collaboration/
The Interprofessional Professionalism Collaborative is in process of establishing a tool to evaluate student learners in their interdisciplinary teamwork
Please refer to Rogers & Nunez (June, 2013) for several additional resources and a glossary of interprofessional terms
For details on evidence in support of interprofessional education and an example of interprofessional education, refer to Ogletree (June, 2015)
Free e-text book on interprofessional education and interprofessional practice via ASHA
- Johnson, A. (August, 2016). Interprofessional education and interprofessional practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings. Retrieved from http://www.asha.org/uploadedFiles/IPE-IPP-Reader-eBook.pdf.
Leadership Education in Neurodevelopment and related Disabilities (LEND) is a national interdisciplinary training program funded through the Maternal Child Health Bureau Title V program. LEND is an excellent resource for those interested in learning more about interdisciplinary clinics. See https://www.aucd.org/directory/directory.cfm?program=LEND for a complete list of programs
Printable posters, bookmarks, and tags that can be shared with your team to support AAC implementation
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #1. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-1/
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #2. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-2/
- Zangari, C. (September, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #3. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-3/
Family Needs Survey – Tool from OHSU OCCYSHN to learn about family needs and if they may benefit from a consult with a social worker
References
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057","Post":{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]}},{"starID":5861,"postID":8514,"userID":2020,"timestamp":"2017-07-25T01:08:01.807","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5862,"postID":8262,"userID":2020,"timestamp":"2017-07-25T01:08:26.663","Post":{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
This was the title of the great talk from Kimberly A. Christensen, Bowling Green State University. She emphasized one our core principles at the Communication Matrix: focus on what the child CAN do and is already doing. She suggested creating an individualized learning profile for each child.
She focused on 5 categories for her Individualized Learning Profile:
If a student has information presented to him through auditory scanning and indicates a response by activating a switch - where does that fall on the communication matrix? Gesture, concrete symbol, abstract symbol..? The information is \"abstract\" being presented to the student because it is spoken word, but he indicates a spoken message pre-recorded by moving to activate a head switch. Examples of information presented to him are more/all done, activity choices - and \"that's what I want\" could be programmed on the switch.
\nThanks in advance!
","userID":15202,"timestamp":"2017-12-05T01:39:19.207","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":358,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5895,"postID":11607,"userID":2020,"timestamp":"2017-12-16T23:23:21.603","Post":{"postID":11607,"title":"Partner assisted auditory-only Scanning and Matrix","body":"Has anyone completed a matrix on a student who uses partner assisted auditory-only scanning to communicate?? I am finding it difficult to accurately depict this mode of communication. For example - If the student wants a drink he may vocalize or reach for a communication partner. The communication partner then scans - Quick word, something's wrong, like (wait for response). Student will shake head or give no response to indicate \"no\". Communication partner will continue to scan - Don't like, want, go (wait for response). Student claps to indicate \"yes\". Communication partner scans - don't like (wait for response). Student shakes head or gives no response to indicate \"no\". Communication partner scans - want (wait for response). Student claps to indicate \"yes\". Communication partner scans - drink, bathroom, break (wait for response). Student claps to indicate \"yes\". Communication partner scans - drink (wait for response). Student claps to indicate \"yes\". We then scan through drink choices.
For this particular example, I think I would say that he has emerging skills at the language level in requesting new object, makes choices, requests new object and requests absent object. Would it be accurate to also indicate that he is using abstract symbols to communicate???
Thank you for any ideas/info!!!
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
When I first began to get to know children with complex communication needs, I depended heavily on experts. Every week, students in my classroom were visited by a Speech and Language Clinician, an Occupational Therapist, a Physical Therapist and another SLP who specialized in Augmented and Alternative Communication. I learned enormous amount from each of these specialists and depended on them to help me make decisions about the types of strategies that each child needed and the communication systems that would help them achieve their goals. If I thought of a change or innovation in the program for an individual child, I checked with the experts to make sure that what I was suggesting was the right thing to do.
This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
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I am of the opinion to NOT 'force speech' as the only way to communicate when you've heard a word here and there pop out of a child's mouth! These are the cases where the oral/verbal apraxia is still quite profound and pervasive. You see, the harder that a child tries to speak {{under pressure with your highly expectant pause}} the LESS likely the speech will happen. It is precisely for THIS REASON that AAC is needed (symbols: low, mid or high tech). In fact, AAC can help a child bypass this deeply intrusive apraxia (and ANARTHRIA) to *communicate* and possibly create a more calm neurological state; thus, allowing the speech to possibly \"pop\" out with LESS intentional pressure. The very definition of \"APRAXIA\" means that with INTENTION, the motor success and organization plummets... and is the worst!! So folks, for those kids with minimal verbal abilities, DECREASING the pressure may in fact serve to increase communication --especially when using easily accessible AAC......and thereby...... foster that speech you wanted in the first place. The child might also \"repeat\" what he hears on his/her device...and therefore the device may serve as a sort of verbal prompt!","userID":2020,"timestamp":"2014-10-30T10:23:35.917","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Karen takes some time to unpack clinical speech terms in highly practical and child-centered ways.","show":true,"views":156,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2065,"postID":3972,"userID":2016,"timestamp":"2014-10-30T14:12:54.297"},{"starID":2066,"postID":3972,"userID":1012,"timestamp":"2014-11-03T13:24:03.067"},{"starID":2067,"postID":3972,"userID":9043,"timestamp":"2014-11-05T10:02:00.69"}],"PostCollectionItems":[]},{"postID":4012,"title":"Matrix Community of Practice on PrAACtical AAC ","body":"http://praacticalaac.org/praactical/how-i-do-it-connecting-with-colleagues-in-a-shared-community-of-practice-by-karen-natoci-florka/\r\n","userID":2020,"timestamp":"2014-11-25T05:55:48.227","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"If you are looking for a very complete introduction to the Community of Practice project, Carole Zangari has offered it here. She interviewed one of our excellent project facilitators, Karen Natoci, and has lots of ideas about why this site and this project are important for kids with complex communication needs. I think that anyone who is new to the community should visit this blog site to get an overview from Carole's perspective.","show":true,"views":133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2076,"postID":4012,"userID":1012,"timestamp":"2014-11-25T08:56:48.287"}],"PostCollectionItems":[]},{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! 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","body":"http://www.everyonecommunicates.org/resources/literacy.html","userID":2020,"timestamp":"2014-12-14T17:45:16.787","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Great list of Resources! ","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2100,"postID":4060,"userID":2016,"timestamp":"2014-12-15T13:28:00.517"},{"starID":2102,"postID":4060,"userID":3154,"timestamp":"2014-12-16T09:26:43.553"}],"PostCollectionItems":[]},{"postID":4061,"title":"This is cool! ","body":"http://www.funflashingleds.com/shop/light-up-drum.html","userID":2020,"timestamp":"2014-12-14T17:51:15.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2101,"postID":4061,"userID":1012,"timestamp":"2014-12-15T14:31:58.673"}],"PostCollectionItems":[]},{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2103,"postID":4064,"userID":2020,"timestamp":"2014-12-17T07:14:51.8"},{"starID":2104,"postID":4064,"userID":3157,"timestamp":"2014-12-18T16:22:06.127"},{"starID":2112,"postID":4064,"userID":2016,"timestamp":"2015-01-04T10:50:16.19"}],"PostCollectionItems":[]},{"postID":4080,"title":"From our friends at PrAACtical AAC ! ","body":"I especially like this one: \"Don't pre-empt!\" Always great to wait. wait and wait! I love reading these reminders! :) \r\n\r\nhttp://praacticalaac.org/praactical/communicating-with-people-who-are-learning-to-use-aac-5-strategies-we-cant-live-without/?utm_source=twitterfeed&utm_medium=facebook","userID":2020,"timestamp":"2014-12-23T04:46:39.773","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4081,"title":"Where to start?","body":"Here's a link to a site with lots of ideas for access and engagement for emerging communicators! \r\nhttp://www.pisp.ca/kits/index_academic.html\r\n","userID":2020,"timestamp":"2014-12-26T08:07:49.633","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2108,"postID":4081,"userID":9043,"timestamp":"2014-12-29T12:58:41.817"}],"PostCollectionItems":[]},{"postID":4136,"title":"Short and Sweet but Powerful Videos with Dr. Caroline Musselwhite ","body":"Dr. Caroline Musselwhite on LIteracy for All! \r\nhttp://www.engagingalllearners.ca/ip/conversation-with-caroline-musselwhite/index.php","userID":2020,"timestamp":"2015-01-11T15:05:48.39","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Good short video reminding us that, in Dr. Musselwhite's own words, \"good literacy instruction is good for all students.\"","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2123,"postID":4136,"userID":9043,"timestamp":"2015-01-13T08:51:58.72"}],"PostCollectionItems":[]},{"postID":4227,"title":"Remnant Books","body":"On Monday (or any other day,) our students may come to school with news to share! When our students arrive home, they may have school news to share, too! Great ideas for the exchanging of information: levels V, VI, VII! \r\n\r\nhttp://www.talklink.org.nz/index.php/2015/01/07/tip-of-the-month-january-2015-remnant-books/","userID":2020,"timestamp":"2015-01-29T09:38:08.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great resource on remnant books (books that record the student's experiences)","show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2138,"postID":4227,"userID":2021,"timestamp":"2015-01-29T15:18:15.23"},{"starID":2139,"postID":4227,"userID":9043,"timestamp":"2015-01-29T18:42:14.5"}],"PostCollectionItems":[]},{"postID":4291,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5365,"title":"Teaching the ABCs? ","body":"Another great idea from PrAACtical AAC! http://praacticalaac.org/praactical/a-praactical-literacy-activity-for-beginning-communicators/","userID":2020,"timestamp":"2015-03-03T16:50:15.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5383,"title":"St. Patrick's Day Fun! from PrAACtical AAC","body":"A sensory based Literacy activity involving how I customized Shared Reading for students at all levels on the Matrix! Published on tarheel reader (links and lesson plan in the post) http://praacticalaac.org/praactical/praactically-reading-with-karen-natoci-in-my-pot-of-gold/","userID":2020,"timestamp":"2015-03-10T06:35:22.59","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3178,"postID":5383,"userID":2023,"timestamp":"2015-03-10T09:53:13.253"}],"PostCollectionItems":[]},{"postID":5510,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:11.153","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5511,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:44.097","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"Karen provided us with a wonderful post about how to build vocabulary around shared reading. Lovely examples of how we can promote literacy skills for students with severe disabilities. Way to go Karen. ","show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3208,"postID":5511,"userID":1015,"timestamp":"2015-05-10T14:56:55.42"}],"PostCollectionItems":[]},{"postID":5514,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5545,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:40.777","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5546,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:53.247","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5547,"title":"Video Modeling ","body":"The idea to take short video (snippets of about 30 seconds) to model AAC is a great way to share among a child's communication partners! (That is, multiple examples can be taken of how to say \"stop,\" for example across a variety of environments with different partners and situations.) Great idea for the communication partner to model, allow the child a chance to imitate or practice saying the word, repeat, and the communication partner can then model with \"one more word\" & expand (example: \"you stop!\") Here are few examples- looks like the PODD compass here~ \r\n\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/2015/05/video-modeling-for-aac.html?spref=fb","userID":2020,"timestamp":"2015-05-31T06:30:38.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5560,"title":"Shared Reading - by the wonderful Jane Farrall","body":"Here is a link to an excellent explanation on how to share a story with children who are AAC learners- even those who are at the earliest Matrix levels! A simple big mac that says a core word, \"more\" can prompt the reader to re-read the page, point to \"more\" items on a page, and... interact in 'response' to the learner. It's all about engagement! :) \r\n\r\nHere's the link: \r\n\r\nhttp://www.janefarrall.com/shared-reading-focus-on-interaction/\r\n\r\n","userID":2020,"timestamp":"2015-06-06T18:33:50.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":606,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3234,"postID":5560,"userID":2016,"timestamp":"2015-06-07T09:31:51.603"}],"PostCollectionItems":[]},{"postID":6560,"title":"Shared Reading: with Tangibles, 2-Dimensional Symbols & all! ","body":"Here's a link to a fun sharing of the adorable story, \"Over in the Garden\" by Jennifer Ward published today on the PrAACtical Reading site! http://praacticalaac.org/praactical/praactically-reading-over-in-the-garden-with-karen-natoci/","userID":2020,"timestamp":"2015-06-11T09:47:36.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6593,"title":"Last day of June, Vision care month!! ","body":"Thought I'd post a link to this today! I have a particular interest in modifying symbols for students with vision challenges. This link was originally shared by the PrAACtically AAC site and I thought I'd share here! \r\nhttp://kidzlearnlanguage.blogspot.com/2015/06/june-is-vision-health-month-are-you.html","userID":2020,"timestamp":"2015-06-30T08:07:01.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4236,"postID":6593,"userID":1012,"timestamp":"2015-06-30T12:47:33.433"}],"PostCollectionItems":[]},{"postID":6626,"title":"Thank you, Maria Shriver","body":"http://time.com/3968428/maria-shriver-special-olympics/?xid=fbshare","userID":2020,"timestamp":"2015-07-24T18:32:32.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6688,"title":"from PrAACtically Reading! ","body":"Sharing this from the PrAACtical AAC site! Loved this book by Todd Parr called, It's Okay to Be Different! Here is a link to the lesson plan and some activities that we did. Happy September everyone!!
http://praacticalaac.org/praactical/praactically-r...
","userID":2020,"timestamp":"2015-09-01T11:49:01.103","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6706,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:36:48.193","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803"}],"PostCollectionItems":[]},{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Jane Farrall's Update App List
and an image of her App Wheel!
","userID":2020,"timestamp":"2015-12-09T11:36:22.187","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677"},{"starID":5436,"postID":7908,"userID":2016,"timestamp":"2016-01-26T20:47:49.06"}],"PostCollectionItems":[]},{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143"}],"PostCollectionItems":[]},{"postID":7943,"title":"Kate Ahern, M.S., ATP in Oklahoma","body":"Here is an event worth sharing~
Developing Core Communications and Literacy Skills for Young Children with Severe Impairments
Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5454,"postID":8008,"userID":3149,"timestamp":"2016-02-09T09:26:56.343"},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263"},{"starID":5465,"postID":8008,"userID":3157,"timestamp":"2016-02-17T13:36:39.45"},{"starID":5467,"postID":8008,"userID":3152,"timestamp":"2016-02-18T06:53:17.513"},{"starID":6034,"postID":8008,"userID":79785,"timestamp":"2019-08-08T10:55:20.827"}],"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]},{"postID":8093,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":529,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5490,"postID":8093,"userID":9043,"timestamp":"2016-03-07T08:49:34.213"}],"PostCollectionItems":[]},{"postID":8097,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8102,"title":"Visual Strategies for Aided Language Input-Book Recommendations","body":"Ii remember just starting out in my experiences with kiddos who present with Complex Communication Needs including the more challenging levels of Autism + Intellectual Disabilities. While searching, in addition to learning about the Communication Matrix, I learned about Linda Hodgdon's work on using visual strategies. Her ideas made sense to me! I am happy to recommend two of her books:
Visual Strategies for Improving Communication
and,
Solving Behavior Problems in Autism
The ideas in both of these texts are simple! I remember feeling and experiencing such an \"Ah-hah!\" moment while reading the books. Basically, it's about making the world predictable and meaningful to the child by using symbols. Any symbol will do- it can be part of the real object, a line drawing, anything is better than nothing. When using a symbol in addition to the spoken language or the sign, this multi-modal input can be clarifying for a child who needs this much-needed redundancy to understand the language in association to what is going on! The themes presented in her work are being heard now as \"Aided Symbol Input\" are, in my opinion, helping children engage through multi-modal, redundant receptive supports.
Here is a link to Linda's website and more information!
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40"}],"PostCollectionItems":[]},{"postID":8131,"title":"Core and the Matrix","body":"I was thinking about what Core words would work within the framework of the Communication Matrix grid and this is what I came up with. Any thoughts? The core words - so vague - and untangible and perhaps minimally iconic, can be used receptively, in high contrast, in clear, consistent ways, multi modal, from a perceptive communication partner who is reading the behavioral expressions of the communication learner.
","userID":2020,"timestamp":"2016-03-18T21:43:46.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":1,"collectionID":3,"postID":8131,"quote":"From the wonderful Jane Farall: "}]},{"postID":8142,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1623,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":4,"collectionID":3,"postID":8142,"quote":"This is a lovely example of receptive use of symbols to engage with a story!"}]},{"postID":8146,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":52,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8181,"title":"Just Published: AAC Modeling Intervention Research Review- Samuel Sennott, Janice Light, David McNaughton, ","body":"This article has just been published in the journal for Research and Practice for Persons with Severe Disabilities, April, 2016. Here is a link: here.
Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
The National Joint Committee has shared the 2016 REVISED and IMPROVED \"Communication Bill of Rights\"! You can find it here.
","userID":2020,"timestamp":"2016-05-04T21:18:07.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5541,"postID":8199,"userID":9043,"timestamp":"2016-05-14T01:15:55.71"},{"starID":5561,"postID":8199,"userID":3152,"timestamp":"2016-05-30T21:53:46.843"}],"PostCollectionItems":[]},{"postID":8213,"title":"Cortical Vision and Super Early first books","body":"I wanted to share a link to some great ideas on introducing books here for our early learners with Cortical Vision Impairment. I am spending the morning reviewing the information at this site and it is worth the time! Here is a link to the CVI site which is part of the American Printing House for the Blind.
Here is a link to Amazon which also has additional books to consider! (The picture below is an example!)
","userID":2020,"timestamp":"2016-05-14T20:06:42.2","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5542,"postID":8213,"userID":9043,"timestamp":"2016-05-16T15:56:22.233"}],"PostCollectionItems":[]},{"postID":8259,"title":"Integrating Academic, Communication and Motor Programs for Students with Significant Disabilities ","body":"I want to share this wonderful handout- developed by Karen Erickson. I have found this very helpful to prevent overwhelming children with too many \"hard things\" to do at once. The link is here: red, yellow, green
","userID":2020,"timestamp":"2016-06-05T03:52:22.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":507,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5758,"postID":8259,"userID":8731,"timestamp":"2017-01-20T01:34:22.817"}],"PostCollectionItems":[]},{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5586,"postID":8287,"userID":9281,"timestamp":"2016-06-22T05:46:20.523"},{"starID":5587,"postID":8287,"userID":9043,"timestamp":"2016-06-23T17:50:09.17"},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97"}],"PostCollectionItems":[]},{"postID":8290,"title":"Early literacy experiences, high contrast, CVI and a bit of early CORE","body":"Just thought to share some nice books out there that might be great for your kiddos with CVI or just need the clean colors for attention and learning! I truly LOVE these books. I discovered them at a bookstore here in Portland. Here's the link: High Contrast Board Books and CORE! as featured on PrAACtical AAC!
","userID":2020,"timestamp":"2016-06-30T04:16:22.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5589,"postID":8290,"userID":9043,"timestamp":"2016-07-01T16:59:07.387"}],"PostCollectionItems":[]},{"postID":8377,"title":"Special Education Teacher opening at The Bridge School ","body":"Hello friends! Here is the position of Special EducationTeacher at The Bridge School as a pdf. Please share! I would love to have you consider this position! Here is the description:
The special education teacher works as part of an interdisciplinary team to provide an educational program to children with severe speech and physical impairments. This individual is responsible for: assessing and evaluating students and programs; implementing curriculum; managing and supporting students in general education settings; planning components of the educational program and providing individual student case management; working collaboratively with a speech and language pathologist and specialist consultants (O.T., CVI, etc.); supervising instructional assistants, interns and volunteers; and participating in the ongoing development of Bridge School programs. The special education teacher reports directly to the Director of Education and the Director of Education and Transition. Applicants must hold or be eligible for applicable California Teaching Credentials. Full position details can be found at: The Bridge School .
","userID":2020,"timestamp":"2016-08-03T02:48:58.287","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":119,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5603,"postID":8377,"userID":1012,"timestamp":"2016-08-04T16:55:52.59"}],"PostCollectionItems":[]},{"postID":8396,"title":"ISAAC Sharing","body":"Greetings! Would anyone who had the privilege of attending ISAAC please share some great resources here? For example, I am interested in this presentation.. did anyone attend? Thank you! https://www.isaac-online.org/conference/modules/re... I'm sure there were other wonderful presentations! Thank you!
","userID":2020,"timestamp":"2016-08-20T05:43:35.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8484,"title":"Reciprocal communication exchanges - where on the Matrix?","body":"Hello Matrix Community!
I have a child who is communicating at a Matrix level II who is learning to access a sequencer to engage in a reciprocal communication exchange. Although this type of exchange is not indicated as an example on the Communication Matrix Profile, where might this emerging skill go? Does this exchange help him advance to level III? The communication function is more like \"maintaining an interaction\" and is not explicitly listed within this tool. While I feel that this child is engaging in the exchange in a back and forth manner and is appearing to be much more intentional, I am not so sure that he fully understands what he/she is saying during the exchange but he is enjoying the process and doing this very well- even to the point of moving on to next steps. Also, because the device has pre-programmed messages, might this be considered a level VI? Thank you in advance! Although I've been using this tool for years, I still over-think it, sometimes! Looking forward to your thoughts.
Karen
","userID":2020,"timestamp":"2016-10-04T17:24:40.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":613,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8538,"title":"Save the Date: AAC by the Bay 2017","body":"Dear Community, I thought to share this announcement with you before the link goes live for registration. I am attaching this flyer and very much hope that you may be able to join us! There are three possible ways to participate:
Please feel free to share! Thank you!
","userID":2020,"timestamp":"2016-11-17T20:58:37.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913"},{"starID":5784,"postID":8638,"userID":3145,"timestamp":"2017-02-20T14:00:21.123"},{"starID":5786,"postID":8638,"userID":11948,"timestamp":"2017-02-20T15:04:47.627"}],"PostCollectionItems":[]},{"postID":9729,"title":"Paper Matrix?","body":"I am wondering if the pdf or paper Matrix is still available to purchase? Thank you!
","userID":2020,"timestamp":"2017-03-20T23:30:57.257","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1015,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24450,"title":"Introducing the Communication Matrix as a \"Road Map\"","body":"I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
","userID":2020,"timestamp":"2019-11-25T20:40:44.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1750,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6075,"postID":24452,"userID":2020,"timestamp":"2019-11-25T20:40:50.09"},{"starID":6081,"postID":24452,"userID":3203,"timestamp":"2019-12-03T00:10:41.123"},{"starID":6145,"postID":24452,"userID":275986,"timestamp":"2022-10-19T19:38:38.873"}],"PostCollectionItems":[{"collectionItemID":461,"collectionID":166,"postID":24452,"quote":"This post includes helpful resources related to partner augmented symbol input and the idea of modeling. "}]}],"Posts1":[{"postID":3972,"title":"Is the child who speaks rarely and with great encouragement to be left with using speech alone? ","body":"Is a child truly a \"verbal\" communicator if he struggles to say one of only a handful words you have heard him or her say? I am of the opinion to NOT 'force speech' as the only way to communicate when you've heard a word here and there pop out of a child's mouth! These are the cases where the oral/verbal apraxia is still quite profound and pervasive. You see, the harder that a child tries to speak {{under pressure with your highly expectant pause}} the LESS likely the speech will happen. It is precisely for THIS REASON that AAC is needed (symbols: low, mid or high tech). In fact, AAC can help a child bypass this deeply intrusive apraxia (and ANARTHRIA) to *communicate* and possibly create a more calm neurological state; thus, allowing the speech to possibly \"pop\" out with LESS intentional pressure. The very definition of \"APRAXIA\" means that with INTENTION, the motor success and organization plummets... and is the worst!! So folks, for those kids with minimal verbal abilities, DECREASING the pressure may in fact serve to increase communication --especially when using easily accessible AAC......and thereby...... foster that speech you wanted in the first place. The child might also \"repeat\" what he hears on his/her device...and therefore the device may serve as a sort of verbal prompt!","userID":2020,"timestamp":"2014-10-30T10:23:35.917","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Karen takes some time to unpack clinical speech terms in highly practical and child-centered ways.","show":true,"views":156,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2065,"postID":3972,"userID":2016,"timestamp":"2014-10-30T14:12:54.297"},{"starID":2066,"postID":3972,"userID":1012,"timestamp":"2014-11-03T13:24:03.067"},{"starID":2067,"postID":3972,"userID":9043,"timestamp":"2014-11-05T10:02:00.69"}],"PostCollectionItems":[]},{"postID":4012,"title":"Matrix Community of Practice on PrAACtical AAC ","body":"http://praacticalaac.org/praactical/how-i-do-it-connecting-with-colleagues-in-a-shared-community-of-practice-by-karen-natoci-florka/\r\n","userID":2020,"timestamp":"2014-11-25T05:55:48.227","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"If you are looking for a very complete introduction to the Community of Practice project, Carole Zangari has offered it here. She interviewed one of our excellent project facilitators, Karen Natoci, and has lots of ideas about why this site and this project are important for kids with complex communication needs. I think that anyone who is new to the community should visit this blog site to get an overview from Carole's perspective.","show":true,"views":133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2076,"postID":4012,"userID":1012,"timestamp":"2014-11-25T08:56:48.287"}],"PostCollectionItems":[]},{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2077,"postID":4020,"userID":2016,"timestamp":"2014-12-01T13:37:51.4"},{"starID":2080,"postID":4020,"userID":1012,"timestamp":"2014-12-02T10:12:38.747"},{"starID":2081,"postID":4020,"userID":9043,"timestamp":"2014-12-02T12:17:07.28"},{"starID":2087,"postID":4020,"userID":3152,"timestamp":"2014-12-04T06:23:35.793"},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93"},{"starID":5610,"postID":4020,"userID":9032,"timestamp":"2016-08-14T12:55:55.823"},{"starID":5869,"postID":4020,"userID":17408,"timestamp":"2017-07-28T17:34:58.5"},{"starID":6031,"postID":4020,"userID":97708,"timestamp":"2019-06-28T16:28:19.317"}],"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]},{"postID":4038,"title":"At the Very Beginning: Working with Pre-Intentional Communicators by Carole Zangari","body":"This came up on my facebook feed today and had to share! http://praacticalaac.org/praactical/at-the-very-beginning-working-with-pre-intentional-communicators/","userID":2020,"timestamp":"2014-12-02T19:17:55.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":91,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2083,"postID":4038,"userID":1012,"timestamp":"2014-12-03T09:02:30.72"},{"starID":2084,"postID":4038,"userID":9043,"timestamp":"2014-12-03T14:22:29.08"}],"PostCollectionItems":[]},{"postID":4053,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4060,"title":"Great Resources for teaching Literacy for those with Complex Communication Needs! ","body":"http://www.everyonecommunicates.org/resources/literacy.html","userID":2020,"timestamp":"2014-12-14T17:45:16.787","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Great list of Resources! ","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2100,"postID":4060,"userID":2016,"timestamp":"2014-12-15T13:28:00.517"},{"starID":2102,"postID":4060,"userID":3154,"timestamp":"2014-12-16T09:26:43.553"}],"PostCollectionItems":[]},{"postID":4061,"title":"This is cool! ","body":"http://www.funflashingleds.com/shop/light-up-drum.html","userID":2020,"timestamp":"2014-12-14T17:51:15.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2101,"postID":4061,"userID":1012,"timestamp":"2014-12-15T14:31:58.673"}],"PostCollectionItems":[]},{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2103,"postID":4064,"userID":2020,"timestamp":"2014-12-17T07:14:51.8"},{"starID":2104,"postID":4064,"userID":3157,"timestamp":"2014-12-18T16:22:06.127"},{"starID":2112,"postID":4064,"userID":2016,"timestamp":"2015-01-04T10:50:16.19"}],"PostCollectionItems":[]},{"postID":4080,"title":"From our friends at PrAACtical AAC ! ","body":"I especially like this one: \"Don't pre-empt!\" Always great to wait. wait and wait! I love reading these reminders! :) \r\n\r\nhttp://praacticalaac.org/praactical/communicating-with-people-who-are-learning-to-use-aac-5-strategies-we-cant-live-without/?utm_source=twitterfeed&utm_medium=facebook","userID":2020,"timestamp":"2014-12-23T04:46:39.773","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4081,"title":"Where to start?","body":"Here's a link to a site with lots of ideas for access and engagement for emerging communicators! \r\nhttp://www.pisp.ca/kits/index_academic.html\r\n","userID":2020,"timestamp":"2014-12-26T08:07:49.633","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2108,"postID":4081,"userID":9043,"timestamp":"2014-12-29T12:58:41.817"}],"PostCollectionItems":[]},{"postID":4136,"title":"Short and Sweet but Powerful Videos with Dr. Caroline Musselwhite ","body":"Dr. Caroline Musselwhite on LIteracy for All! \r\nhttp://www.engagingalllearners.ca/ip/conversation-with-caroline-musselwhite/index.php","userID":2020,"timestamp":"2015-01-11T15:05:48.39","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Good short video reminding us that, in Dr. Musselwhite's own words, \"good literacy instruction is good for all students.\"","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2123,"postID":4136,"userID":9043,"timestamp":"2015-01-13T08:51:58.72"}],"PostCollectionItems":[]},{"postID":4227,"title":"Remnant Books","body":"On Monday (or any other day,) our students may come to school with news to share! When our students arrive home, they may have school news to share, too! Great ideas for the exchanging of information: levels V, VI, VII! \r\n\r\nhttp://www.talklink.org.nz/index.php/2015/01/07/tip-of-the-month-january-2015-remnant-books/","userID":2020,"timestamp":"2015-01-29T09:38:08.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great resource on remnant books (books that record the student's experiences)","show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2138,"postID":4227,"userID":2021,"timestamp":"2015-01-29T15:18:15.23"},{"starID":2139,"postID":4227,"userID":9043,"timestamp":"2015-01-29T18:42:14.5"}],"PostCollectionItems":[]},{"postID":4291,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5365,"title":"Teaching the ABCs? ","body":"Another great idea from PrAACtical AAC! http://praacticalaac.org/praactical/a-praactical-literacy-activity-for-beginning-communicators/","userID":2020,"timestamp":"2015-03-03T16:50:15.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5383,"title":"St. Patrick's Day Fun! from PrAACtical AAC","body":"A sensory based Literacy activity involving how I customized Shared Reading for students at all levels on the Matrix! Published on tarheel reader (links and lesson plan in the post) http://praacticalaac.org/praactical/praactically-reading-with-karen-natoci-in-my-pot-of-gold/","userID":2020,"timestamp":"2015-03-10T06:35:22.59","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3178,"postID":5383,"userID":2023,"timestamp":"2015-03-10T09:53:13.253"}],"PostCollectionItems":[]},{"postID":5510,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:11.153","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5511,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:44.097","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"Karen provided us with a wonderful post about how to build vocabulary around shared reading. Lovely examples of how we can promote literacy skills for students with severe disabilities. Way to go Karen. ","show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3208,"postID":5511,"userID":1015,"timestamp":"2015-05-10T14:56:55.42"}],"PostCollectionItems":[]},{"postID":5514,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5545,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:40.777","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5546,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:53.247","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5547,"title":"Video Modeling ","body":"The idea to take short video (snippets of about 30 seconds) to model AAC is a great way to share among a child's communication partners! (That is, multiple examples can be taken of how to say \"stop,\" for example across a variety of environments with different partners and situations.) Great idea for the communication partner to model, allow the child a chance to imitate or practice saying the word, repeat, and the communication partner can then model with \"one more word\" & expand (example: \"you stop!\") Here are few examples- looks like the PODD compass here~ \r\n\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/2015/05/video-modeling-for-aac.html?spref=fb","userID":2020,"timestamp":"2015-05-31T06:30:38.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5560,"title":"Shared Reading - by the wonderful Jane Farrall","body":"Here is a link to an excellent explanation on how to share a story with children who are AAC learners- even those who are at the earliest Matrix levels! A simple big mac that says a core word, \"more\" can prompt the reader to re-read the page, point to \"more\" items on a page, and... interact in 'response' to the learner. It's all about engagement! :) \r\n\r\nHere's the link: \r\n\r\nhttp://www.janefarrall.com/shared-reading-focus-on-interaction/\r\n\r\n","userID":2020,"timestamp":"2015-06-06T18:33:50.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":606,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3234,"postID":5560,"userID":2016,"timestamp":"2015-06-07T09:31:51.603"}],"PostCollectionItems":[]},{"postID":6560,"title":"Shared Reading: with Tangibles, 2-Dimensional Symbols & all! ","body":"Here's a link to a fun sharing of the adorable story, \"Over in the Garden\" by Jennifer Ward published today on the PrAACtical Reading site! http://praacticalaac.org/praactical/praactically-reading-over-in-the-garden-with-karen-natoci/","userID":2020,"timestamp":"2015-06-11T09:47:36.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6593,"title":"Last day of June, Vision care month!! ","body":"Thought I'd post a link to this today! I have a particular interest in modifying symbols for students with vision challenges. This link was originally shared by the PrAACtically AAC site and I thought I'd share here! \r\nhttp://kidzlearnlanguage.blogspot.com/2015/06/june-is-vision-health-month-are-you.html","userID":2020,"timestamp":"2015-06-30T08:07:01.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4236,"postID":6593,"userID":1012,"timestamp":"2015-06-30T12:47:33.433"}],"PostCollectionItems":[]},{"postID":6626,"title":"Thank you, Maria Shriver","body":"http://time.com/3968428/maria-shriver-special-olympics/?xid=fbshare","userID":2020,"timestamp":"2015-07-24T18:32:32.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6688,"title":"from PrAACtically Reading! ","body":"Sharing this from the PrAACtical AAC site! Loved this book by Todd Parr called, It's Okay to Be Different! Here is a link to the lesson plan and some activities that we did. Happy September everyone!!
http://praacticalaac.org/praactical/praactically-r...
","userID":2020,"timestamp":"2015-09-01T11:49:01.103","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6706,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:36:48.193","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803"}],"PostCollectionItems":[]},{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Jane Farrall's Update App List
and an image of her App Wheel!
","userID":2020,"timestamp":"2015-12-09T11:36:22.187","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677"},{"starID":5436,"postID":7908,"userID":2016,"timestamp":"2016-01-26T20:47:49.06"}],"PostCollectionItems":[]},{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143"}],"PostCollectionItems":[]},{"postID":7943,"title":"Kate Ahern, M.S., ATP in Oklahoma","body":"Here is an event worth sharing~
Developing Core Communications and Literacy Skills for Young Children with Severe Impairments
Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5454,"postID":8008,"userID":3149,"timestamp":"2016-02-09T09:26:56.343"},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263"},{"starID":5465,"postID":8008,"userID":3157,"timestamp":"2016-02-17T13:36:39.45"},{"starID":5467,"postID":8008,"userID":3152,"timestamp":"2016-02-18T06:53:17.513"},{"starID":6034,"postID":8008,"userID":79785,"timestamp":"2019-08-08T10:55:20.827"}],"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]},{"postID":8093,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":529,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5490,"postID":8093,"userID":9043,"timestamp":"2016-03-07T08:49:34.213"}],"PostCollectionItems":[]},{"postID":8097,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8102,"title":"Visual Strategies for Aided Language Input-Book Recommendations","body":"Ii remember just starting out in my experiences with kiddos who present with Complex Communication Needs including the more challenging levels of Autism + Intellectual Disabilities. While searching, in addition to learning about the Communication Matrix, I learned about Linda Hodgdon's work on using visual strategies. Her ideas made sense to me! I am happy to recommend two of her books:
Visual Strategies for Improving Communication
and,
Solving Behavior Problems in Autism
The ideas in both of these texts are simple! I remember feeling and experiencing such an \"Ah-hah!\" moment while reading the books. Basically, it's about making the world predictable and meaningful to the child by using symbols. Any symbol will do- it can be part of the real object, a line drawing, anything is better than nothing. When using a symbol in addition to the spoken language or the sign, this multi-modal input can be clarifying for a child who needs this much-needed redundancy to understand the language in association to what is going on! The themes presented in her work are being heard now as \"Aided Symbol Input\" are, in my opinion, helping children engage through multi-modal, redundant receptive supports.
Here is a link to Linda's website and more information!
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40"}],"PostCollectionItems":[]},{"postID":8131,"title":"Core and the Matrix","body":"I was thinking about what Core words would work within the framework of the Communication Matrix grid and this is what I came up with. Any thoughts? The core words - so vague - and untangible and perhaps minimally iconic, can be used receptively, in high contrast, in clear, consistent ways, multi modal, from a perceptive communication partner who is reading the behavioral expressions of the communication learner.
","userID":2020,"timestamp":"2016-03-18T21:43:46.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":1,"collectionID":3,"postID":8131,"quote":"From the wonderful Jane Farall: "}]},{"postID":8142,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1623,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":4,"collectionID":3,"postID":8142,"quote":"This is a lovely example of receptive use of symbols to engage with a story!"}]},{"postID":8146,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":52,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8181,"title":"Just Published: AAC Modeling Intervention Research Review- Samuel Sennott, Janice Light, David McNaughton, ","body":"This article has just been published in the journal for Research and Practice for Persons with Severe Disabilities, April, 2016. Here is a link: here.
Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
The National Joint Committee has shared the 2016 REVISED and IMPROVED \"Communication Bill of Rights\"! You can find it here.
","userID":2020,"timestamp":"2016-05-04T21:18:07.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5541,"postID":8199,"userID":9043,"timestamp":"2016-05-14T01:15:55.71"},{"starID":5561,"postID":8199,"userID":3152,"timestamp":"2016-05-30T21:53:46.843"}],"PostCollectionItems":[]},{"postID":8213,"title":"Cortical Vision and Super Early first books","body":"I wanted to share a link to some great ideas on introducing books here for our early learners with Cortical Vision Impairment. I am spending the morning reviewing the information at this site and it is worth the time! Here is a link to the CVI site which is part of the American Printing House for the Blind.
Here is a link to Amazon which also has additional books to consider! (The picture below is an example!)
","userID":2020,"timestamp":"2016-05-14T20:06:42.2","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5542,"postID":8213,"userID":9043,"timestamp":"2016-05-16T15:56:22.233"}],"PostCollectionItems":[]},{"postID":8259,"title":"Integrating Academic, Communication and Motor Programs for Students with Significant Disabilities ","body":"I want to share this wonderful handout- developed by Karen Erickson. I have found this very helpful to prevent overwhelming children with too many \"hard things\" to do at once. The link is here: red, yellow, green
","userID":2020,"timestamp":"2016-06-05T03:52:22.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":507,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5758,"postID":8259,"userID":8731,"timestamp":"2017-01-20T01:34:22.817"}],"PostCollectionItems":[]},{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5586,"postID":8287,"userID":9281,"timestamp":"2016-06-22T05:46:20.523"},{"starID":5587,"postID":8287,"userID":9043,"timestamp":"2016-06-23T17:50:09.17"},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97"}],"PostCollectionItems":[]},{"postID":8290,"title":"Early literacy experiences, high contrast, CVI and a bit of early CORE","body":"Just thought to share some nice books out there that might be great for your kiddos with CVI or just need the clean colors for attention and learning! I truly LOVE these books. I discovered them at a bookstore here in Portland. Here's the link: High Contrast Board Books and CORE! as featured on PrAACtical AAC!
","userID":2020,"timestamp":"2016-06-30T04:16:22.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5589,"postID":8290,"userID":9043,"timestamp":"2016-07-01T16:59:07.387"}],"PostCollectionItems":[]},{"postID":8377,"title":"Special Education Teacher opening at The Bridge School ","body":"Hello friends! Here is the position of Special EducationTeacher at The Bridge School as a pdf. Please share! I would love to have you consider this position! Here is the description:
The special education teacher works as part of an interdisciplinary team to provide an educational program to children with severe speech and physical impairments. This individual is responsible for: assessing and evaluating students and programs; implementing curriculum; managing and supporting students in general education settings; planning components of the educational program and providing individual student case management; working collaboratively with a speech and language pathologist and specialist consultants (O.T., CVI, etc.); supervising instructional assistants, interns and volunteers; and participating in the ongoing development of Bridge School programs. The special education teacher reports directly to the Director of Education and the Director of Education and Transition. Applicants must hold or be eligible for applicable California Teaching Credentials. Full position details can be found at: The Bridge School .
","userID":2020,"timestamp":"2016-08-03T02:48:58.287","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":119,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5603,"postID":8377,"userID":1012,"timestamp":"2016-08-04T16:55:52.59"}],"PostCollectionItems":[]},{"postID":8396,"title":"ISAAC Sharing","body":"Greetings! Would anyone who had the privilege of attending ISAAC please share some great resources here? For example, I am interested in this presentation.. did anyone attend? Thank you! https://www.isaac-online.org/conference/modules/re... I'm sure there were other wonderful presentations! Thank you!
","userID":2020,"timestamp":"2016-08-20T05:43:35.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8484,"title":"Reciprocal communication exchanges - where on the Matrix?","body":"Hello Matrix Community!
I have a child who is communicating at a Matrix level II who is learning to access a sequencer to engage in a reciprocal communication exchange. Although this type of exchange is not indicated as an example on the Communication Matrix Profile, where might this emerging skill go? Does this exchange help him advance to level III? The communication function is more like \"maintaining an interaction\" and is not explicitly listed within this tool. While I feel that this child is engaging in the exchange in a back and forth manner and is appearing to be much more intentional, I am not so sure that he fully understands what he/she is saying during the exchange but he is enjoying the process and doing this very well- even to the point of moving on to next steps. Also, because the device has pre-programmed messages, might this be considered a level VI? Thank you in advance! Although I've been using this tool for years, I still over-think it, sometimes! Looking forward to your thoughts.
Karen
","userID":2020,"timestamp":"2016-10-04T17:24:40.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":613,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8538,"title":"Save the Date: AAC by the Bay 2017","body":"Dear Community, I thought to share this announcement with you before the link goes live for registration. I am attaching this flyer and very much hope that you may be able to join us! There are three possible ways to participate:
Please feel free to share! Thank you!
","userID":2020,"timestamp":"2016-11-17T20:58:37.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913"},{"starID":5784,"postID":8638,"userID":3145,"timestamp":"2017-02-20T14:00:21.123"},{"starID":5786,"postID":8638,"userID":11948,"timestamp":"2017-02-20T15:04:47.627"}],"PostCollectionItems":[]},{"postID":9729,"title":"Paper Matrix?","body":"I am wondering if the pdf or paper Matrix is still available to purchase? Thank you!
","userID":2020,"timestamp":"2017-03-20T23:30:57.257","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1015,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24450,"title":"Introducing the Communication Matrix as a \"Road Map\"","body":"I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
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\nFollowing on from Gayl's topic it seems natural to introduce the AT consultative model we've developed at PROVAIL in Seattle, WA. This model is replicable, adaptable, hopefully energizing, and/or may simply get the creative juices flowing as you invent your own framework for AT consultation.
\nWe at PROVAIL have provided formal consultative AT services to school districts for years in the greater Seattle region. It became clear early on that the dynamic nature of AT implementation, team makeup, district administration goals for service, student placement, classroom support/culture, AT knowledge, student motivations, etc. are all factors that cry out for a well-organized, deliberate, and efficient framework to guide consultation.
\nIdentifying areas of strength in our approach and formally staging AT consultation into discrete and manageable bits has evolved into a common sense model - which I'll introduce below and add detail in subsequent posts.
\nBut first I'll list just a few of the challenges we face on a regular basis that highlight the need for a formal consultative model:
\nOf course there are many, many more that I'm sure you can add to this list. Importantly, we have found great success in addressing challenges across the board when we impose a model that leaves little room for key pieces of the process to go missing.
\nOne way to illustrate this is with the attached PDF \"Building Blocks for Building Capacity\" (yet another string connecting Gayl Bowser's earlier posts and this one). Positive change at a system level only occurs with vision, collaboration, adequate skills, incentive, resources, and a well-articulated plan. We love this table because it so clearly depicts foils to successful process when any one component is ignored.
\nI'll end with the five stages of our model. As suggested in future posts, the stages are at times interactive, but they are necessarily discrete in focus and order for organizational purposes. We designed and tested this model specifically to address a wide range of AT implementation challenges while simultaneously guarding against inadvertently losing any building blocks to success.
\nThe five stages of our model include:
\nFuture posts will illustrate the scope and intent of each stage and provide examples of how they frame our consultative service while retaining some flexibility in application. To that end, we engage districts in a linear consultation process through each stage, however, there are aspects of this model that beg for circularity and repetition. But more on that later. Thanks for reading!
","userID":112103,"timestamp":"2019-10-01T17:29:00.57","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":112103,"userName":"Chris Gibbons","email":"gibbons.chris@comcast.net","photo":"/Uploads/photo_112103.jpg","firstName":"Chris","lastName":"Gibbons","city":"Vancouver","stateID":"DC","bio":"Chris Gibbons has worked in a variety of AAC clinical, research, and industry settings as a private practitioner, assistive technology specialist, and policy level consultant. For more than 20 years he has focused solely on advocating for and contributing to SGD user success through increased access efficiencies and by working to improve funding for SGDs. Current projects are focused on fully integrated AAC systems. Chris is the VP of Education and Assessment at Smartbox Assistive Technology","lastLogin":"2019-10-01T13:03:53.953","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Smartbox Assistive Technology Inc","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-26T23:37:31.64","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":67173,"userID":112103,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":67174,"userID":112103,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]},"User1":{"userID":112103,"userName":"Chris Gibbons","email":"gibbons.chris@comcast.net","photo":"/Uploads/photo_112103.jpg","firstName":"Chris","lastName":"Gibbons","city":"Vancouver","stateID":"DC","bio":"Chris Gibbons has worked in a variety of AAC clinical, research, and industry settings as a private practitioner, assistive technology specialist, and policy level consultant. For more than 20 years he has focused solely on advocating for and contributing to SGD user success through increased access efficiencies and by working to improve funding for SGDs. Current projects are focused on fully integrated AAC systems. Chris is the VP of Education and Assessment at Smartbox Assistive Technology","lastLogin":"2019-10-01T13:03:53.953","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Smartbox Assistive Technology Inc","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-26T23:37:31.64","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":67173,"userID":112103,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":67174,"userID":112103,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]}}},{"collectionItemID":453,"collectionID":164,"postID":24432,"quote":"This post discusses the first two stages of the PROVAIL consultative model, describing the Method and the Intake stages. ","Post":{"postID":24432,"title":"AT Consultation Model Stage 1 & 2: Method and Intake","body":"Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
As promised in my initial post introducing the rationale for a consultative model I'll spill a bit more ink here detailing our first two stages, Method and Intake.
Method refers to the overall approach we will take in engaging the needs of the student, family, classroom, staff, and district. This is not always apparent and/or well delineated when we first begin a consultation.
Frequently, we receive a referral addressing the specific AT needs of a student. The referral and early conversations focus on that student's technology or IEP or classroom goals. It is tempting to jump in and only address those immediate needs, solve the problem, send an invoice, and move on to the next case.
The Method stage of our approach provides a moment of pause to assess the bigger picture and have a few short but targeted conversations to answer some critical questions including:
-What will be the specific role of the consultant? (e.g. Direct service, modeling, planner, provide professional development, all and then some?)
-Role of in-house AT team?
-Where are the target sites?
-Who will be the lead clinician?
-What is the planned frequency of consultation?
-What are the district goals?
-Classroom goals?
-Family goals?
-Where is disagreement and alignment?
-What will be process for collaboration across contexts?
Answers to these questions define the Method our consultative service and shape how we approach stage two, Intake. Answering these questions also allows us to more comprehensively address the longer term needs of the student and system level needs of the district. We have found that engaging with this intent leads to far more productive outcomes for student, staff, and the district over the long haul. It also opens the door to conversations about how to build capacity and lift the knowledge and practice of implementation district wide -- one of our primary goals as regional consultants.
So, with a defined Method we are able to engage in Intake activities. These include a concise but comprehensive environmental assessment including baseline surveys (team and student), physical context evaluation, historical and current technology employed, ID team strengths, areas of need, implementation needs, and ID lead team members and their potential roles.
We use a variety of online tools and surveys as well as in-person interviews. Frequently the Intake process interacts seamlessly with Method as we begin to settle in on an overall approach.
Check out the attached example of a few of the survey questions we ask staff to fill out during Intake. Getting this data upfront allows us to periodically assess our impact throughout consultation and to report changes in staff knowledge over time.
Okay, I'll discuss more stages of our model in future posts. Thanks for reading!
Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
“A goal without a plan is just a wish” – Antoine de Saint-Exupery
After working through the Method and Intake stages detailed in the previous post it is time to engage in stage three, Planning. As it sits in the middle of our five stage model, Planning acts as the lynch pin stage holding all five stages together. Relying on a solid agreement of Method with concise and comprehensive Intake data, the Planning stage is the pivot point upon which successful Implementation and Analysis depends.
Planning does not have to be complicated. In fact, it should make perfect sense to every single member of the team since they will be involved in the process to some degree. Remember, our role as consultant at this point is still to act primarily as the point person, organizer, convener, and as process guide to keep efforts focused and moving the right direction. After completing Method and Intake we have enough information to meet with the team to present the bones of a plan upon which the team collaboratively will add meaty details.
Our Planning process includes the following guiding principles:
-Well-organized, time-managed meeting
-Rational scaffolding based on Method and Intake to guide Planning
-Collaborative process start to finish
-Creative problem solving
-Energized discussion and debate
-Mutual agreement on outcomes
Specific results of Planning include:
-Define training and Implementation goals
-Define and disseminate Implementation roadmap
-Fully define targeted consultant role
-Assign duties/responsibilities to all team members
-Note targeted milestones
-Assure there is no confusion for any team member
We use a variety of tools to help manage information, time, and the attention of the AT team depending on the focus of the consulting contract. For instance, let’s use the often-encountered case of a student and AT team struggling to successfully implement an AAC system. We may have discovered during Intake that there were few points of agreement on what specific ways the student is already communicating successfully, and therefore confusion on how best to focus energy, modeling, and providing communicative structure for success.
We frequently use the Communication Matrix as a way for AT Team members to independently generate a matrix we can efficiently compare and discuss to find areas of alignment. As has been suggested in previous posts on this forum, the Communication Matrix is assigned as homework for team members between Intake and Planning and provides common vocabulary and imposes structure on how we envision the student’s areas of strength and need. We have also found that it single handedly lifts the vocabulary and communication behavior awareness of all team members (AT specialists, teachers, SLPs, paraprofessionals, parents, etc.) more efficiently than bringing everyone together for an in-service, which is rarely as participatory or student focused.
We also often use “shorthand” matrices during facilitated discussion to provide an informed and focused view of the student’s communication methods and skills. I have attached a few examples below, including a worksheet to better show the spontaneous, creative process engaged while we are meeting as a team to formulate a plan.
After efficiently determining areas of agreement and potential intervention strategies, the single most important outcome of the Planning stage is the development of a roadmap detailing the specific path of Implementation. This roadmap provides clear definition of where implementation will happen, how it will occur, who will take responsibility, expected outcomes, and how progress will be measured. All team members need to agree that the roadmap addresses the appropriate goals, makes sense, passes the “doable” test, and be bought in to the process.
A planning roadmap is rarely narrative, usually a well organized to-do list in the form of a matrix listing goals, how that goal is achieved, and who is responsible for tracking progress. It should include all the expected Planning outcomes bullet-point listed above and, like any good plan, should paint a clear picture of forward motion from point A to B to C for anyone who looks at it. If someone new to the AT team needs an in-service to understand the AT roadmap it is far too complicated and needs to be rethought.
At the point a plan is agreed upon it is time to hit the go button and engage the final two stages, Implementation and Analysis, which I’ll discuss in the next post. Thanks for reading!
Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
“You can break that big plan into small steps and take the first step right away” – Indira Gandhi
The final stages of our model, Implementation and Analysis, are inextricably woven together and always backfeed into Planning revisions as the consultation service period progresses. By using what we’ve learned from targeted consultations during implementation and periodic review of performance data for students and staff we can facilitate a virtuous feedback loop from Plan à Implementation à Analysis à Plan verification à Implementation à Analysis and so forth.
Leaning on the basic principles of Response to Intervention we do our best to ensure that the AT plan is implemented as specified. We break down implementation goals into specific activities that are easy to replicate following our modeling. Discrete and targeted therapeutic activities also lend themselves to concise data gathering so we can see areas of growth and challenge over time. Performance analysis then informs any evolution in AT team thinking about the goals themselves, assumed timelines, staff/environment training, etc. to keep us constantly tuned into the student and where we ultimately want them to go with performance.
Implementation is driven by:
-Targeted student interaction and modeling
-Side-by-side team instruction
-Targeted team and/or district level in-servicing
-Home visits to encourage carryover
-Data collection and analysis
Concurrent Analysis involves:
-Periodic assessment of team goal achievement as specified in AT plan
-Periodic assessment of consultant goals
-Goal/Activity specific data collection of student performance
-Data analysis to determine success/challenges
-Report results to AT team and suggest any AT plan adjustments
-Identify future consultation needs if applicable
As with all other stages in our consultation model we use a variety of training guides, implementation in-service supports, and data collection sheets. Please see the attached examples to give you an idea of some of what we use for training and data collection.
In closing out this post series I want to stress again that nothing written above is complicated. My hope is that as you’ve read through the brief descriptions provided you have many times nodded your head while thinking, “well that’s common sense”. If so that makes me happy! We developed the model described here because we acknowledged that what so many of our consultation clients really needed was organization. A way to pull all the pieces together in a stepwise manner. If the team is walking together and understands why they are headed the same direction a lot can get done.
Since it is often our role to superimpose organization in a disorganized and frequently stretched environment, we have found that operating with this model brings clarity to the process from start to finish. And as a package we can take this model and apply it repeatedly in a variety of situations. which makes us better at our job since we walk through the door to every new consultation with a plan for service already in our pocket.
Okay, I hope there has been something of value in my descriptions above. Please feel free to comment and share your own AT consultation ideas when you have a minute. Thanks for reading!
First I want to shout out to Gayl Bowser for her excellent posts on capacity-building in AT service delivery. It's an absolutely critical strategy as we strive for the most supportive AT environment possible. Great job Gayl and thank you!
\nFollowing on from Gayl's topic it seems natural to introduce the AT consultative model we've developed at PROVAIL in Seattle, WA. This model is replicable, adaptable, hopefully energizing, and/or may simply get the creative juices flowing as you invent your own framework for AT consultation.
\nWe at PROVAIL have provided formal consultative AT services to school districts for years in the greater Seattle region. It became clear early on that the dynamic nature of AT implementation, team makeup, district administration goals for service, student placement, classroom support/culture, AT knowledge, student motivations, etc. are all factors that cry out for a well-organized, deliberate, and efficient framework to guide consultation.
\nIdentifying areas of strength in our approach and formally staging AT consultation into discrete and manageable bits has evolved into a common sense model - which I'll introduce below and add detail in subsequent posts.
\nBut first I'll list just a few of the challenges we face on a regular basis that highlight the need for a formal consultative model:
\nOf course there are many, many more that I'm sure you can add to this list. Importantly, we have found great success in addressing challenges across the board when we impose a model that leaves little room for key pieces of the process to go missing.
\nOne way to illustrate this is with the attached PDF \"Building Blocks for Building Capacity\" (yet another string connecting Gayl Bowser's earlier posts and this one). Positive change at a system level only occurs with vision, collaboration, adequate skills, incentive, resources, and a well-articulated plan. We love this table because it so clearly depicts foils to successful process when any one component is ignored.
\nI'll end with the five stages of our model. As suggested in future posts, the stages are at times interactive, but they are necessarily discrete in focus and order for organizational purposes. We designed and tested this model specifically to address a wide range of AT implementation challenges while simultaneously guarding against inadvertently losing any building blocks to success.
\nThe five stages of our model include:
\nFuture posts will illustrate the scope and intent of each stage and provide examples of how they frame our consultative service while retaining some flexibility in application. To that end, we engage districts in a linear consultation process through each stage, however, there are aspects of this model that beg for circularity and repetition. But more on that later. Thanks for reading!
","userID":112103,"timestamp":"2019-10-01T17:29:00.57","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":452,"collectionID":164,"postID":24425,"quote":"This post explores some of the challenges school teams face and introduces the PROVAIL consultative model as a framework for providing consultative AT services. "}]},{"postID":24432,"title":"AT Consultation Model Stage 1 & 2: Method and Intake","body":"Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
As promised in my initial post introducing the rationale for a consultative model I'll spill a bit more ink here detailing our first two stages, Method and Intake.
Method refers to the overall approach we will take in engaging the needs of the student, family, classroom, staff, and district. This is not always apparent and/or well delineated when we first begin a consultation.
Frequently, we receive a referral addressing the specific AT needs of a student. The referral and early conversations focus on that student's technology or IEP or classroom goals. It is tempting to jump in and only address those immediate needs, solve the problem, send an invoice, and move on to the next case.
The Method stage of our approach provides a moment of pause to assess the bigger picture and have a few short but targeted conversations to answer some critical questions including:
-What will be the specific role of the consultant? (e.g. Direct service, modeling, planner, provide professional development, all and then some?)
-Role of in-house AT team?
-Where are the target sites?
-Who will be the lead clinician?
-What is the planned frequency of consultation?
-What are the district goals?
-Classroom goals?
-Family goals?
-Where is disagreement and alignment?
-What will be process for collaboration across contexts?
Answers to these questions define the Method our consultative service and shape how we approach stage two, Intake. Answering these questions also allows us to more comprehensively address the longer term needs of the student and system level needs of the district. We have found that engaging with this intent leads to far more productive outcomes for student, staff, and the district over the long haul. It also opens the door to conversations about how to build capacity and lift the knowledge and practice of implementation district wide -- one of our primary goals as regional consultants.
So, with a defined Method we are able to engage in Intake activities. These include a concise but comprehensive environmental assessment including baseline surveys (team and student), physical context evaluation, historical and current technology employed, ID team strengths, areas of need, implementation needs, and ID lead team members and their potential roles.
We use a variety of online tools and surveys as well as in-person interviews. Frequently the Intake process interacts seamlessly with Method as we begin to settle in on an overall approach.
Check out the attached example of a few of the survey questions we ask staff to fill out during Intake. Getting this data upfront allows us to periodically assess our impact throughout consultation and to report changes in staff knowledge over time.
Okay, I'll discuss more stages of our model in future posts. Thanks for reading!
Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
“A goal without a plan is just a wish” – Antoine de Saint-Exupery
After working through the Method and Intake stages detailed in the previous post it is time to engage in stage three, Planning. As it sits in the middle of our five stage model, Planning acts as the lynch pin stage holding all five stages together. Relying on a solid agreement of Method with concise and comprehensive Intake data, the Planning stage is the pivot point upon which successful Implementation and Analysis depends.
Planning does not have to be complicated. In fact, it should make perfect sense to every single member of the team since they will be involved in the process to some degree. Remember, our role as consultant at this point is still to act primarily as the point person, organizer, convener, and as process guide to keep efforts focused and moving the right direction. After completing Method and Intake we have enough information to meet with the team to present the bones of a plan upon which the team collaboratively will add meaty details.
Our Planning process includes the following guiding principles:
-Well-organized, time-managed meeting
-Rational scaffolding based on Method and Intake to guide Planning
-Collaborative process start to finish
-Creative problem solving
-Energized discussion and debate
-Mutual agreement on outcomes
Specific results of Planning include:
-Define training and Implementation goals
-Define and disseminate Implementation roadmap
-Fully define targeted consultant role
-Assign duties/responsibilities to all team members
-Note targeted milestones
-Assure there is no confusion for any team member
We use a variety of tools to help manage information, time, and the attention of the AT team depending on the focus of the consulting contract. For instance, let’s use the often-encountered case of a student and AT team struggling to successfully implement an AAC system. We may have discovered during Intake that there were few points of agreement on what specific ways the student is already communicating successfully, and therefore confusion on how best to focus energy, modeling, and providing communicative structure for success.
We frequently use the Communication Matrix as a way for AT Team members to independently generate a matrix we can efficiently compare and discuss to find areas of alignment. As has been suggested in previous posts on this forum, the Communication Matrix is assigned as homework for team members between Intake and Planning and provides common vocabulary and imposes structure on how we envision the student’s areas of strength and need. We have also found that it single handedly lifts the vocabulary and communication behavior awareness of all team members (AT specialists, teachers, SLPs, paraprofessionals, parents, etc.) more efficiently than bringing everyone together for an in-service, which is rarely as participatory or student focused.
We also often use “shorthand” matrices during facilitated discussion to provide an informed and focused view of the student’s communication methods and skills. I have attached a few examples below, including a worksheet to better show the spontaneous, creative process engaged while we are meeting as a team to formulate a plan.
After efficiently determining areas of agreement and potential intervention strategies, the single most important outcome of the Planning stage is the development of a roadmap detailing the specific path of Implementation. This roadmap provides clear definition of where implementation will happen, how it will occur, who will take responsibility, expected outcomes, and how progress will be measured. All team members need to agree that the roadmap addresses the appropriate goals, makes sense, passes the “doable” test, and be bought in to the process.
A planning roadmap is rarely narrative, usually a well organized to-do list in the form of a matrix listing goals, how that goal is achieved, and who is responsible for tracking progress. It should include all the expected Planning outcomes bullet-point listed above and, like any good plan, should paint a clear picture of forward motion from point A to B to C for anyone who looks at it. If someone new to the AT team needs an in-service to understand the AT roadmap it is far too complicated and needs to be rethought.
At the point a plan is agreed upon it is time to hit the go button and engage the final two stages, Implementation and Analysis, which I’ll discuss in the next post. Thanks for reading!
Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
“You can break that big plan into small steps and take the first step right away” – Indira Gandhi
The final stages of our model, Implementation and Analysis, are inextricably woven together and always backfeed into Planning revisions as the consultation service period progresses. By using what we’ve learned from targeted consultations during implementation and periodic review of performance data for students and staff we can facilitate a virtuous feedback loop from Plan à Implementation à Analysis à Plan verification à Implementation à Analysis and so forth.
Leaning on the basic principles of Response to Intervention we do our best to ensure that the AT plan is implemented as specified. We break down implementation goals into specific activities that are easy to replicate following our modeling. Discrete and targeted therapeutic activities also lend themselves to concise data gathering so we can see areas of growth and challenge over time. Performance analysis then informs any evolution in AT team thinking about the goals themselves, assumed timelines, staff/environment training, etc. to keep us constantly tuned into the student and where we ultimately want them to go with performance.
Implementation is driven by:
-Targeted student interaction and modeling
-Side-by-side team instruction
-Targeted team and/or district level in-servicing
-Home visits to encourage carryover
-Data collection and analysis
Concurrent Analysis involves:
-Periodic assessment of team goal achievement as specified in AT plan
-Periodic assessment of consultant goals
-Goal/Activity specific data collection of student performance
-Data analysis to determine success/challenges
-Report results to AT team and suggest any AT plan adjustments
-Identify future consultation needs if applicable
As with all other stages in our consultation model we use a variety of training guides, implementation in-service supports, and data collection sheets. Please see the attached examples to give you an idea of some of what we use for training and data collection.
In closing out this post series I want to stress again that nothing written above is complicated. My hope is that as you’ve read through the brief descriptions provided you have many times nodded your head while thinking, “well that’s common sense”. If so that makes me happy! We developed the model described here because we acknowledged that what so many of our consultation clients really needed was organization. A way to pull all the pieces together in a stepwise manner. If the team is walking together and understands why they are headed the same direction a lot can get done.
Since it is often our role to superimpose organization in a disorganized and frequently stretched environment, we have found that operating with this model brings clarity to the process from start to finish. And as a package we can take this model and apply it repeatedly in a variety of situations. which makes us better at our job since we walk through the door to every new consultation with a plan for service already in our pocket.
Okay, I hope there has been something of value in my descriptions above. Please feel free to comment and share your own AT consultation ideas when you have a minute. Thanks for reading!
First I want to shout out to Gayl Bowser for her excellent posts on capacity-building in AT service delivery. It's an absolutely critical strategy as we strive for the most supportive AT environment possible. Great job Gayl and thank you!
\nFollowing on from Gayl's topic it seems natural to introduce the AT consultative model we've developed at PROVAIL in Seattle, WA. This model is replicable, adaptable, hopefully energizing, and/or may simply get the creative juices flowing as you invent your own framework for AT consultation.
\nWe at PROVAIL have provided formal consultative AT services to school districts for years in the greater Seattle region. It became clear early on that the dynamic nature of AT implementation, team makeup, district administration goals for service, student placement, classroom support/culture, AT knowledge, student motivations, etc. are all factors that cry out for a well-organized, deliberate, and efficient framework to guide consultation.
\nIdentifying areas of strength in our approach and formally staging AT consultation into discrete and manageable bits has evolved into a common sense model - which I'll introduce below and add detail in subsequent posts.
\nBut first I'll list just a few of the challenges we face on a regular basis that highlight the need for a formal consultative model:
\nOf course there are many, many more that I'm sure you can add to this list. Importantly, we have found great success in addressing challenges across the board when we impose a model that leaves little room for key pieces of the process to go missing.
\nOne way to illustrate this is with the attached PDF \"Building Blocks for Building Capacity\" (yet another string connecting Gayl Bowser's earlier posts and this one). Positive change at a system level only occurs with vision, collaboration, adequate skills, incentive, resources, and a well-articulated plan. We love this table because it so clearly depicts foils to successful process when any one component is ignored.
\nI'll end with the five stages of our model. As suggested in future posts, the stages are at times interactive, but they are necessarily discrete in focus and order for organizational purposes. We designed and tested this model specifically to address a wide range of AT implementation challenges while simultaneously guarding against inadvertently losing any building blocks to success.
\nThe five stages of our model include:
\nFuture posts will illustrate the scope and intent of each stage and provide examples of how they frame our consultative service while retaining some flexibility in application. To that end, we engage districts in a linear consultation process through each stage, however, there are aspects of this model that beg for circularity and repetition. But more on that later. Thanks for reading!
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1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
As promised in my initial post introducing the rationale for a consultative model I'll spill a bit more ink here detailing our first two stages, Method and Intake.
Method refers to the overall approach we will take in engaging the needs of the student, family, classroom, staff, and district. This is not always apparent and/or well delineated when we first begin a consultation.
Frequently, we receive a referral addressing the specific AT needs of a student. The referral and early conversations focus on that student's technology or IEP or classroom goals. It is tempting to jump in and only address those immediate needs, solve the problem, send an invoice, and move on to the next case.
The Method stage of our approach provides a moment of pause to assess the bigger picture and have a few short but targeted conversations to answer some critical questions including:
-What will be the specific role of the consultant? (e.g. Direct service, modeling, planner, provide professional development, all and then some?)
-Role of in-house AT team?
-Where are the target sites?
-Who will be the lead clinician?
-What is the planned frequency of consultation?
-What are the district goals?
-Classroom goals?
-Family goals?
-Where is disagreement and alignment?
-What will be process for collaboration across contexts?
Answers to these questions define the Method our consultative service and shape how we approach stage two, Intake. Answering these questions also allows us to more comprehensively address the longer term needs of the student and system level needs of the district. We have found that engaging with this intent leads to far more productive outcomes for student, staff, and the district over the long haul. It also opens the door to conversations about how to build capacity and lift the knowledge and practice of implementation district wide -- one of our primary goals as regional consultants.
So, with a defined Method we are able to engage in Intake activities. These include a concise but comprehensive environmental assessment including baseline surveys (team and student), physical context evaluation, historical and current technology employed, ID team strengths, areas of need, implementation needs, and ID lead team members and their potential roles.
We use a variety of online tools and surveys as well as in-person interviews. Frequently the Intake process interacts seamlessly with Method as we begin to settle in on an overall approach.
Check out the attached example of a few of the survey questions we ask staff to fill out during Intake. Getting this data upfront allows us to periodically assess our impact throughout consultation and to report changes in staff knowledge over time.
Okay, I'll discuss more stages of our model in future posts. Thanks for reading!
Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
“A goal without a plan is just a wish” – Antoine de Saint-Exupery
After working through the Method and Intake stages detailed in the previous post it is time to engage in stage three, Planning. As it sits in the middle of our five stage model, Planning acts as the lynch pin stage holding all five stages together. Relying on a solid agreement of Method with concise and comprehensive Intake data, the Planning stage is the pivot point upon which successful Implementation and Analysis depends.
Planning does not have to be complicated. In fact, it should make perfect sense to every single member of the team since they will be involved in the process to some degree. Remember, our role as consultant at this point is still to act primarily as the point person, organizer, convener, and as process guide to keep efforts focused and moving the right direction. After completing Method and Intake we have enough information to meet with the team to present the bones of a plan upon which the team collaboratively will add meaty details.
Our Planning process includes the following guiding principles:
-Well-organized, time-managed meeting
-Rational scaffolding based on Method and Intake to guide Planning
-Collaborative process start to finish
-Creative problem solving
-Energized discussion and debate
-Mutual agreement on outcomes
Specific results of Planning include:
-Define training and Implementation goals
-Define and disseminate Implementation roadmap
-Fully define targeted consultant role
-Assign duties/responsibilities to all team members
-Note targeted milestones
-Assure there is no confusion for any team member
We use a variety of tools to help manage information, time, and the attention of the AT team depending on the focus of the consulting contract. For instance, let’s use the often-encountered case of a student and AT team struggling to successfully implement an AAC system. We may have discovered during Intake that there were few points of agreement on what specific ways the student is already communicating successfully, and therefore confusion on how best to focus energy, modeling, and providing communicative structure for success.
We frequently use the Communication Matrix as a way for AT Team members to independently generate a matrix we can efficiently compare and discuss to find areas of alignment. As has been suggested in previous posts on this forum, the Communication Matrix is assigned as homework for team members between Intake and Planning and provides common vocabulary and imposes structure on how we envision the student’s areas of strength and need. We have also found that it single handedly lifts the vocabulary and communication behavior awareness of all team members (AT specialists, teachers, SLPs, paraprofessionals, parents, etc.) more efficiently than bringing everyone together for an in-service, which is rarely as participatory or student focused.
We also often use “shorthand” matrices during facilitated discussion to provide an informed and focused view of the student’s communication methods and skills. I have attached a few examples below, including a worksheet to better show the spontaneous, creative process engaged while we are meeting as a team to formulate a plan.
After efficiently determining areas of agreement and potential intervention strategies, the single most important outcome of the Planning stage is the development of a roadmap detailing the specific path of Implementation. This roadmap provides clear definition of where implementation will happen, how it will occur, who will take responsibility, expected outcomes, and how progress will be measured. All team members need to agree that the roadmap addresses the appropriate goals, makes sense, passes the “doable” test, and be bought in to the process.
A planning roadmap is rarely narrative, usually a well organized to-do list in the form of a matrix listing goals, how that goal is achieved, and who is responsible for tracking progress. It should include all the expected Planning outcomes bullet-point listed above and, like any good plan, should paint a clear picture of forward motion from point A to B to C for anyone who looks at it. If someone new to the AT team needs an in-service to understand the AT roadmap it is far too complicated and needs to be rethought.
At the point a plan is agreed upon it is time to hit the go button and engage the final two stages, Implementation and Analysis, which I’ll discuss in the next post. Thanks for reading!
Our five stage AT consultation model at PROVAIL includes:
1. Method
2. Intake
3. Planning
4. Implementation
5. Analysis
“You can break that big plan into small steps and take the first step right away” – Indira Gandhi
The final stages of our model, Implementation and Analysis, are inextricably woven together and always backfeed into Planning revisions as the consultation service period progresses. By using what we’ve learned from targeted consultations during implementation and periodic review of performance data for students and staff we can facilitate a virtuous feedback loop from Plan à Implementation à Analysis à Plan verification à Implementation à Analysis and so forth.
Leaning on the basic principles of Response to Intervention we do our best to ensure that the AT plan is implemented as specified. We break down implementation goals into specific activities that are easy to replicate following our modeling. Discrete and targeted therapeutic activities also lend themselves to concise data gathering so we can see areas of growth and challenge over time. Performance analysis then informs any evolution in AT team thinking about the goals themselves, assumed timelines, staff/environment training, etc. to keep us constantly tuned into the student and where we ultimately want them to go with performance.
Implementation is driven by:
-Targeted student interaction and modeling
-Side-by-side team instruction
-Targeted team and/or district level in-servicing
-Home visits to encourage carryover
-Data collection and analysis
Concurrent Analysis involves:
-Periodic assessment of team goal achievement as specified in AT plan
-Periodic assessment of consultant goals
-Goal/Activity specific data collection of student performance
-Data analysis to determine success/challenges
-Report results to AT team and suggest any AT plan adjustments
-Identify future consultation needs if applicable
As with all other stages in our consultation model we use a variety of training guides, implementation in-service supports, and data collection sheets. Please see the attached examples to give you an idea of some of what we use for training and data collection.
In closing out this post series I want to stress again that nothing written above is complicated. My hope is that as you’ve read through the brief descriptions provided you have many times nodded your head while thinking, “well that’s common sense”. If so that makes me happy! We developed the model described here because we acknowledged that what so many of our consultation clients really needed was organization. A way to pull all the pieces together in a stepwise manner. If the team is walking together and understands why they are headed the same direction a lot can get done.
Since it is often our role to superimpose organization in a disorganized and frequently stretched environment, we have found that operating with this model brings clarity to the process from start to finish. And as a package we can take this model and apply it repeatedly in a variety of situations. which makes us better at our job since we walk through the door to every new consultation with a plan for service already in our pocket.
Okay, I hope there has been something of value in my descriptions above. Please feel free to comment and share your own AT consultation ideas when you have a minute. Thanks for reading!
When I first began to get to know children with complex communication needs, I depended heavily on experts. Every week, students in my classroom were visited by a Speech and Language Clinician, an Occupational Therapist, a Physical Therapist and another SLP who specialized in Augmented and Alternative Communication. I learned enormous amount from each of these specialists and depended on them to help me make decisions about the types of strategies that each child needed and the communication systems that would help them achieve their goals. If I thought of a change or innovation in the program for an individual child, I checked with the experts to make sure that what I was suggesting was the right thing to do.
This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
Many of us have had the experience of conversations in which someone offers us condolences for something that happened in our lives. This video about Empathy and Sympathy comes from RSA but really applies to all of us. I am so happy to have the words to describe the differences and how they make me feel. At this season of the year, I am so happy to have many friends who understand that empathy helps us connect.
Try out this link. I think you'll understand
","userID":11508,"timestamp":"2015-11-20T10:11:40.423","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6878,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6885,"title":"Research Project: AAC Data Collection and Reporting","body":"I got this request to participate in a survey this week. It's about AAC data collection and reporting. A PhD candidate at the university of Pittsburg is asking for Speech and Language Clinicians to participate and share their ideas about the things that they feel are important to clinical interventions and outcomes measurement. Of course, I thought right away of the Communication Matrix and also about the CSI-CY tools. But I'm not an SLP so I can't participate. I thought I would send this information on to you folks in hopes that you can help represent the needs of people with Complex Communication Needs in this survey.
The survey takes about 20 minutes to complete and can be found at http://goo.gl/rQLsoU.
Your cooperation and assistance are most sincerely appreciated.
Erh-Hsuan Wang, MSPhD Student & Graduate Student Assistant
Department of Health Information Management
School of Health & Rehabilitation Sciences
University of Pittsburgh
E-mail: erw39@pitt.edu
I hope you can find time to complete this survey. It seems like the Communication Matrix Community of Practice would have a lot to contribute to this research.
Thanks for considering it. And have a VERY happy Thanksgiving!
Gayl Bowser
","userID":11508,"timestamp":"2015-11-25T15:05:50.593","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6886,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8438,"title":"Instructional materials and strategies for gaps in the social area","body":"I am posting this on behalf of another person.
I have a student who has autism who has many gaps in the area of social communication.
He had 100% at level 3 including the social items.(Unconventional)
The majority of his skills were in the obtain and refusal area for levels 4,5 and 6.. AT levels 5 and 6 he uses behavior and picture symbols and some signing.
Interest inventories have been done over time. But his interests vary greatly. He loves edible gummies, wheelchair rides and he has a favorite blanket. He has issues about walking even though he can do it but he loves to ask for walks in the wheelchair.
I am looking for materials that have been successful for increasing skills in the social area.
","userID":11508,"timestamp":"2016-09-14T21:07:44.88","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5636,"postID":8438,"userID":9043,"timestamp":"2016-09-16T16:51:43.4"}],"PostCollectionItems":[]},{"postID":10852,"title":"Teaching Sharing of Information.","body":"In the Matrix there are four categories of early sharing of information. They are:
\n-Answers \"Yes\" and \"No\" questions
-Asks questions
-Names things or people
-Makes comments
My question to you is , How do you teach these specific skills? What strategies do you use at home in your educational program or in your therapy to help kids learn to do these things?
\nI'm looking for lots of ideas. Any assistance would be greatly appreciated!
","userID":11508,"timestamp":"2017-08-26T16:29:43.093","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":360,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5874,"postID":10852,"userID":39268,"timestamp":"2017-09-07T16:38:34.383"}],"PostCollectionItems":[]},{"postID":10884,"title":"Hurricane Harvey and Complex Communication needs","body":"This is a post from the QIAT List about efforts to help people with complex communication needs who are impacted by Hurricane Harvey. There are some useful links here. Whether you are in Texas and Louisiana or just in a place that migt be impacted by a natural disaster in the future, You may find this information useful. We all need a \"GO Plan.\"
Please take time to read and share this information. Posted on behalf of Betsy Caporale
USSAAC is thinking of people with complex communication needs and their allies affected by Hurricane Harvey, and preparing its response. We have established a website (https://harveyaac.recovers.org/), designed to help people who use AAC and their family members in communities impacted by hurricane Harvey. Individuals with complex communication needs, family members and professionals can request help that results in re-establishing someone's ability to communicate using AAC methods. Professionals, companies, and institutions can offer to donate or volunteer skills as well as tools and technologies by clicking on the buttons above. Information and offerings will be kept confidential and only shown to vetted organizations helping the AAC community. Organizations who join this effort can post their services, request resources, and access the databases of needs, donations, and volunteers.
Other resources or ways to support individuals affected by hurricane Harvey are available on our Facebook page at https://www.facebook.com/ussaac1/.
Harvey is the kind of disaster whose effects, like those of Katrina, will last a long time. USSAAC stands ready to help, as we did in Hurricane Katrina and other disasters. Let us know how we can assist. Please visit https://harveyaac.recovers.org/ and take a look.
Updated Resources will also be made available on our Emergency Preparedness Page.
How do you teach joint attention to children of high school age? I am looking for some new ideas for my classroom
When I first began to get to know children with complex communication needs, I depended heavily on experts. Every week, students in my classroom were visited by a Speech and Language Clinician, an Occupational Therapist, a Physical Therapist and another SLP who specialized in Augmented and Alternative Communication. I learned enormous amount from each of these specialists and depended on them to help me make decisions about the types of strategies that each child needed and the communication systems that would help them achieve their goals. If I thought of a change or innovation in the program for an individual child, I checked with the experts to make sure that what I was suggesting was the right thing to do.
This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
Many of us have had the experience of conversations in which someone offers us condolences for something that happened in our lives. This video about Empathy and Sympathy comes from RSA but really applies to all of us. I am so happy to have the words to describe the differences and how they make me feel. At this season of the year, I am so happy to have many friends who understand that empathy helps us connect.
Try out this link. I think you'll understand
","userID":11508,"timestamp":"2015-11-20T10:11:40.423","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6878,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6885,"title":"Research Project: AAC Data Collection and Reporting","body":"I got this request to participate in a survey this week. It's about AAC data collection and reporting. A PhD candidate at the university of Pittsburg is asking for Speech and Language Clinicians to participate and share their ideas about the things that they feel are important to clinical interventions and outcomes measurement. Of course, I thought right away of the Communication Matrix and also about the CSI-CY tools. But I'm not an SLP so I can't participate. I thought I would send this information on to you folks in hopes that you can help represent the needs of people with Complex Communication Needs in this survey.
The survey takes about 20 minutes to complete and can be found at http://goo.gl/rQLsoU.
Your cooperation and assistance are most sincerely appreciated.
Erh-Hsuan Wang, MSPhD Student & Graduate Student Assistant
Department of Health Information Management
School of Health & Rehabilitation Sciences
University of Pittsburgh
E-mail: erw39@pitt.edu
I hope you can find time to complete this survey. It seems like the Communication Matrix Community of Practice would have a lot to contribute to this research.
Thanks for considering it. And have a VERY happy Thanksgiving!
Gayl Bowser
","userID":11508,"timestamp":"2015-11-25T15:05:50.593","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6886,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8438,"title":"Instructional materials and strategies for gaps in the social area","body":"I am posting this on behalf of another person.
I have a student who has autism who has many gaps in the area of social communication.
He had 100% at level 3 including the social items.(Unconventional)
The majority of his skills were in the obtain and refusal area for levels 4,5 and 6.. AT levels 5 and 6 he uses behavior and picture symbols and some signing.
Interest inventories have been done over time. But his interests vary greatly. He loves edible gummies, wheelchair rides and he has a favorite blanket. He has issues about walking even though he can do it but he loves to ask for walks in the wheelchair.
I am looking for materials that have been successful for increasing skills in the social area.
","userID":11508,"timestamp":"2016-09-14T21:07:44.88","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5636,"postID":8438,"userID":9043,"timestamp":"2016-09-16T16:51:43.4"}],"PostCollectionItems":[]},{"postID":10852,"title":"Teaching Sharing of Information.","body":"In the Matrix there are four categories of early sharing of information. They are:
\n-Answers \"Yes\" and \"No\" questions
-Asks questions
-Names things or people
-Makes comments
My question to you is , How do you teach these specific skills? What strategies do you use at home in your educational program or in your therapy to help kids learn to do these things?
\nI'm looking for lots of ideas. Any assistance would be greatly appreciated!
","userID":11508,"timestamp":"2017-08-26T16:29:43.093","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":360,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5874,"postID":10852,"userID":39268,"timestamp":"2017-09-07T16:38:34.383"}],"PostCollectionItems":[]},{"postID":10884,"title":"Hurricane Harvey and Complex Communication needs","body":"This is a post from the QIAT List about efforts to help people with complex communication needs who are impacted by Hurricane Harvey. There are some useful links here. Whether you are in Texas and Louisiana or just in a place that migt be impacted by a natural disaster in the future, You may find this information useful. We all need a \"GO Plan.\"
Please take time to read and share this information. Posted on behalf of Betsy Caporale
USSAAC is thinking of people with complex communication needs and their allies affected by Hurricane Harvey, and preparing its response. We have established a website (https://harveyaac.recovers.org/), designed to help people who use AAC and their family members in communities impacted by hurricane Harvey. Individuals with complex communication needs, family members and professionals can request help that results in re-establishing someone's ability to communicate using AAC methods. Professionals, companies, and institutions can offer to donate or volunteer skills as well as tools and technologies by clicking on the buttons above. Information and offerings will be kept confidential and only shown to vetted organizations helping the AAC community. Organizations who join this effort can post their services, request resources, and access the databases of needs, donations, and volunteers.
Other resources or ways to support individuals affected by hurricane Harvey are available on our Facebook page at https://www.facebook.com/ussaac1/.
Harvey is the kind of disaster whose effects, like those of Katrina, will last a long time. USSAAC stands ready to help, as we did in Hurricane Katrina and other disasters. Let us know how we can assist. Please visit https://harveyaac.recovers.org/ and take a look.
Updated Resources will also be made available on our Emergency Preparedness Page.
How do you teach joint attention to children of high school age? I am looking for some new ideas for my classroom
When I first began to get to know children with complex communication needs, I depended heavily on experts. Every week, students in my classroom were visited by a Speech and Language Clinician, an Occupational Therapist, a Physical Therapist and another SLP who specialized in Augmented and Alternative Communication. I learned enormous amount from each of these specialists and depended on them to help me make decisions about the types of strategies that each child needed and the communication systems that would help them achieve their goals. If I thought of a change or innovation in the program for an individual child, I checked with the experts to make sure that what I was suggesting was the right thing to do.
This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
Does your educational team include paraeducators? Are you at a loss at how to support these important team members? Here are 8 tips to get you started on the right foot.
1-Advocate for high quality hiring practices for paraeducators - A good start with paraeducators begins with hiring. Although not always possible, work with your administrators to be included in the hiring of paraeducators. This allows you to have a voice in the right person for the position. As part of this, ensure that job announcements highlight the important roles paraeducators will hold in the classroom. Which leads me to tip #2...
2- Ensure paraeducators have accurate job descriptions - It's important that paraeducators know what is expected of them. You can help ensure this by providing them with an accurate job description that details their roles and duties in the education setting. Work with the building administrator or school district personnel to make this happen - ideally before they start in the classroom. Then refer to this job description when you implement tip #3...
3 - Provide the paraeducator with orientation before starting in the classroom - Ideally paraeducators would come ready to step into the classroom and support students on day one, but the reality is that many of these individuals come without relevant experience and limited education. Ensure that paraeducators are provided with the foundational skills they will need to be successful. This includes understanding the procedures within the school and basic responsibilities of paraeducators. This training is often provided by the school district or local educational agency. If you don't see this happening for paraeducators in your school, advocate for orientation to be implemented. After orientation has been conducted, you can continue supporting the paraeducator by implementing tip #4...
4 - Provide on the job training to support paraeducators as they gain instructional skills - Teachers and therapists can provide important support to paraeducators through on the job training. This can allow paraeducators to provide follow-up instruction and can allow them to help carry out goals within the IEP. High quality on the job training should include modeling of skills, observation of the paraeducator implementing the skill, and coaching/feedback to the paraeducator as they refine their implementation of the skill. This might require you to follow tip #5.
5 - Advocate for meeting time between the paraeducator and team members - Let's face it, paraeducators often don't have meeting time with team members built into their schedules. However, in order for paraeducators to gain instructional skills - meeting time is often critical. Work with building administrators and district personnel to ensure you have the time you need to help the paraeducator gain the skills required for the position.
6 - Document paraeducator skills and training - As you implement paraeducator training make sure to document what they have been taught. This helps the team keep track of what has been done, what assignments are appropriate for the paraeducator based on their training and skill level, and what training still needs to occur.
7 - Provide feedback to administrators or those conducting paraeducator evaluations - Teachers and therapists may not be conducting paraeducator evaluations, but that shouldn't stop them from providing feedback to administrators who are completing these evaluations. This might include touch points throughout the year to ensure that paraeducators are providing appropriate supports to students, and discussion of any challenges paraeducators face during the year.
8 - Make sure the paraeducator feels like they are part of the team - We know that paraeducators often don't feel like valued members of the team. Educational team members can help them feel like important team members by recognizing their hard work, giving them assignments that match their interests and skills, and making sure they have a place in the classroom to carry out their assigned duties. In talking with teachers many indicate that they bring them small tokens of appreciation on holidays and such to express their appreciation.
There you have it - 8 tips to support paraeducators. Following these tips can get you off to the right start. Be the team member who help paraeducators in their roles with students with complex communication needs!
In my years as a teacher one thing I found daunting was training paraeducators to support students with complex communication needs. There's so much to learn, and the support that is provided is so critical to outcomes for these individuals. There's a growing body of research identifying interventions for various communication partners with parents and teachers being targeted most often. However, paraeducators are often the individuals that spend the most time with students with complex communication needs. What they do to support these students matters! So, how can educators and speech language pathologists ensure high quality supports from paraeducators? They can provide high quality training. Check out a sampling of the growing body of research related to interventions for paraeducators supporting children with complex communication needs.
Douglas, S. N. (2012). Teaching paraeducators to support the communication of individuals who use augmentative and alternative communication: A literature review. Current Issues in Education, 15(1). Link to the article here
Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101. Link to the article here
Douglas, S. N., McNaughton, D., & Light, J. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35(3), 223-242. Link to the article here
Pitman, D., Bellon-Harn, M. L., & Moody, S. (2016). Educational Assistants’ Use of ImPAACT for Increasing Message Selection and Turn-Taking with Children with Complex Communication Needs. International Journal of Speech & Language Pathology and Audiology, 4(2), 37-49. Link to the article here
Sennott, S. C., & Mason, L. H. (2016). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 37(4), 242-254. Link to the article here
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217-226. Link to the article here
And there's even more research coming to you soon. Check out this awesome development grant to create paraeducator focused training with teacher coaching for children with complex communication needs. It's currently under way. Link to the grant award here
What are you waiting for? Start implementing your paraeducator communication partner training today and see your the communication of your student grow tomorrow!
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While it may indicate that the paraeducator only has one student to support, it might also send the message that no one else really works with that child - \"Billy has his one on one\", that the paraeducator needs to be around the child throughout the school day, that the paraeducator cannot help any other children in the school setting, or that the child is incapable of being without a person by their side. All of these messages might unintentionally result in a child with complex communication needs who is isolated from other educators, other children, and can lead to student dependence on the one on one. While a title can't fix everything - let's start the change by referring to these important support personnel by a more descriptive title. Introducing paraeducators! They are there to support, guide, and educate students with guidance from other educators (teachers, therapists, etc). They work alongside the teacher and other educators and they make a difference! In my years as a teacher I relied on these wonderful partners to educate students with complex communication needs. They are an integral part of our educational system and they should be recognized for the educational services they provide. So what's in a name? Apparently a lot!
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","lastLogin":"2015-03-09T11:22:06.643","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Child Development and Rehabilitation Center","organization2":"Oregon Health and Science University","staff":false,"emailer":"never","lastEmailSent":"2016-06-13T23:02:00.883","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":171293,"userID":3203,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}},{"starID":6040,"postID":24408,"userID":54083,"timestamp":"2019-08-20T21:27:17.117","User":{"userID":54083,"userName":"sdouglas23","email":"sdouglas@msu.edu","photo":"/Uploads/photo_54083.jpeg","firstName":"Sarah","lastName":"Douglas","city":"East Lansing","stateID":"MI","bio":"Sarah N. Douglas, PhD is an Assistant Professor at Michigan State University. 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Douglas, PhD is an Assistant Professor at Michigan State University. Her research centers around supporting children with complex communication needs through AAC intervention research. She has conducted a number of AAC intervention studies to support communication partners including parents, siblings, paraeducators, and educational teams. She has a current grant from the U.S. Department of Education to develop and test paraeducator training materials to support children with complex communication needs. The materials include training for teacher supervisors to coach paraeducators as they learn to implement communication partner strategies. \nBefore entering academia Sarah worked as a special education teacher in Flagstaff, Arizona. Her research stems from the experiences she had as a teacher supporting students with complex communication needs. 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Introducing paraeducators!","body":"It might seem like a little thing, but the titles we use to refer to each other in educational settings set the tone. Paraeducators are one group that often have numerous names by which they are referred in educational settings and often support students with complex communication needs. Their titles include: educational assistants, paraprofessional, aide, one on one, para, teacher assistants, classroom aide, job coach, etc. Why so many names? And what do these titles tell us about their roles? Unfortunately, their titles often tells us very little or lead the paraeducators themselves or others form judgements about their role. Take the title one on one. While it may indicate that the paraeducator only has one student to support, it might also send the message that no one else really works with that child - \"Billy has his one on one\", that the paraeducator needs to be around the child throughout the school day, that the paraeducator cannot help any other children in the school setting, or that the child is incapable of being without a person by their side. All of these messages might unintentionally result in a child with complex communication needs who is isolated from other educators, other children, and can lead to student dependence on the one on one. While a title can't fix everything - let's start the change by referring to these important support personnel by a more descriptive title. Introducing paraeducators! They are there to support, guide, and educate students with guidance from other educators (teachers, therapists, etc). They work alongside the teacher and other educators and they make a difference! In my years as a teacher I relied on these wonderful partners to educate students with complex communication needs. They are an integral part of our educational system and they should be recognized for the educational services they provide. So what's in a name? Apparently a lot!
","userID":54083,"timestamp":"2019-08-20T19:24:45.097","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1503,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":446,"collectionID":162,"postID":24408,"quote":"Paraeducators can go by many different titles in schools. This post discusses the importance of an appropriate title. "}]}},{"starID":6050,"postID":24410,"userID":54083,"timestamp":"2019-10-21T18:12:40.053","Post":{"postID":24410,"title":"8 Tips for Supporting Paraeducators","body":"Does your educational team include paraeducators? Are you at a loss at how to support these important team members? Here are 8 tips to get you started on the right foot.
1-Advocate for high quality hiring practices for paraeducators - A good start with paraeducators begins with hiring. Although not always possible, work with your administrators to be included in the hiring of paraeducators. This allows you to have a voice in the right person for the position. As part of this, ensure that job announcements highlight the important roles paraeducators will hold in the classroom. Which leads me to tip #2...
2- Ensure paraeducators have accurate job descriptions - It's important that paraeducators know what is expected of them. You can help ensure this by providing them with an accurate job description that details their roles and duties in the education setting. Work with the building administrator or school district personnel to make this happen - ideally before they start in the classroom. Then refer to this job description when you implement tip #3...
3 - Provide the paraeducator with orientation before starting in the classroom - Ideally paraeducators would come ready to step into the classroom and support students on day one, but the reality is that many of these individuals come without relevant experience and limited education. Ensure that paraeducators are provided with the foundational skills they will need to be successful. This includes understanding the procedures within the school and basic responsibilities of paraeducators. This training is often provided by the school district or local educational agency. If you don't see this happening for paraeducators in your school, advocate for orientation to be implemented. After orientation has been conducted, you can continue supporting the paraeducator by implementing tip #4...
4 - Provide on the job training to support paraeducators as they gain instructional skills - Teachers and therapists can provide important support to paraeducators through on the job training. This can allow paraeducators to provide follow-up instruction and can allow them to help carry out goals within the IEP. High quality on the job training should include modeling of skills, observation of the paraeducator implementing the skill, and coaching/feedback to the paraeducator as they refine their implementation of the skill. This might require you to follow tip #5.
5 - Advocate for meeting time between the paraeducator and team members - Let's face it, paraeducators often don't have meeting time with team members built into their schedules. However, in order for paraeducators to gain instructional skills - meeting time is often critical. Work with building administrators and district personnel to ensure you have the time you need to help the paraeducator gain the skills required for the position.
6 - Document paraeducator skills and training - As you implement paraeducator training make sure to document what they have been taught. This helps the team keep track of what has been done, what assignments are appropriate for the paraeducator based on their training and skill level, and what training still needs to occur.
7 - Provide feedback to administrators or those conducting paraeducator evaluations - Teachers and therapists may not be conducting paraeducator evaluations, but that shouldn't stop them from providing feedback to administrators who are completing these evaluations. This might include touch points throughout the year to ensure that paraeducators are providing appropriate supports to students, and discussion of any challenges paraeducators face during the year.
8 - Make sure the paraeducator feels like they are part of the team - We know that paraeducators often don't feel like valued members of the team. Educational team members can help them feel like important team members by recognizing their hard work, giving them assignments that match their interests and skills, and making sure they have a place in the classroom to carry out their assigned duties. In talking with teachers many indicate that they bring them small tokens of appreciation on holidays and such to express their appreciation.
There you have it - 8 tips to support paraeducators. Following these tips can get you off to the right start. Be the team member who help paraeducators in their roles with students with complex communication needs!
In my years as a teacher one thing I found daunting was training paraeducators to support students with complex communication needs. There's so much to learn, and the support that is provided is so critical to outcomes for these individuals. There's a growing body of research identifying interventions for various communication partners with parents and teachers being targeted most often. However, paraeducators are often the individuals that spend the most time with students with complex communication needs. What they do to support these students matters! So, how can educators and speech language pathologists ensure high quality supports from paraeducators? They can provide high quality training. Check out a sampling of the growing body of research related to interventions for paraeducators supporting children with complex communication needs.
Douglas, S. N. (2012). Teaching paraeducators to support the communication of individuals who use augmentative and alternative communication: A literature review. Current Issues in Education, 15(1). Link to the article here
Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101. Link to the article here
Douglas, S. N., McNaughton, D., & Light, J. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35(3), 223-242. Link to the article here
Pitman, D., Bellon-Harn, M. L., & Moody, S. (2016). Educational Assistants’ Use of ImPAACT for Increasing Message Selection and Turn-Taking with Children with Complex Communication Needs. International Journal of Speech & Language Pathology and Audiology, 4(2), 37-49. Link to the article here
Sennott, S. C., & Mason, L. H. (2016). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 37(4), 242-254. Link to the article here
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217-226. Link to the article here
And there's even more research coming to you soon. Check out this awesome development grant to create paraeducator focused training with teacher coaching for children with complex communication needs. It's currently under way. Link to the grant award here
What are you waiting for? Start implementing your paraeducator communication partner training today and see your the communication of your student grow tomorrow!
","userID":54083,"timestamp":"2019-08-20T19:57:51.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1701,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":445,"collectionID":162,"postID":24409,"quote":"This post discusses the growing body of research focused on identifying interventions for paraeducators supporting children with complex communication needs. "}]}}],"UserTypeLookups":[{"userTypeLookupID":64390,"userID":54083,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}],"Posts":[{"postID":24408,"title":"What's in a name? Introducing paraeducators!","body":"It might seem like a little thing, but the titles we use to refer to each other in educational settings set the tone. Paraeducators are one group that often have numerous names by which they are referred in educational settings and often support students with complex communication needs. Their titles include: educational assistants, paraprofessional, aide, one on one, para, teacher assistants, classroom aide, job coach, etc. Why so many names? And what do these titles tell us about their roles? Unfortunately, their titles often tells us very little or lead the paraeducators themselves or others form judgements about their role. Take the title one on one. While it may indicate that the paraeducator only has one student to support, it might also send the message that no one else really works with that child - \"Billy has his one on one\", that the paraeducator needs to be around the child throughout the school day, that the paraeducator cannot help any other children in the school setting, or that the child is incapable of being without a person by their side. All of these messages might unintentionally result in a child with complex communication needs who is isolated from other educators, other children, and can lead to student dependence on the one on one. While a title can't fix everything - let's start the change by referring to these important support personnel by a more descriptive title. Introducing paraeducators! They are there to support, guide, and educate students with guidance from other educators (teachers, therapists, etc). They work alongside the teacher and other educators and they make a difference! In my years as a teacher I relied on these wonderful partners to educate students with complex communication needs. They are an integral part of our educational system and they should be recognized for the educational services they provide. So what's in a name? Apparently a lot!
","userID":54083,"timestamp":"2019-08-20T19:24:45.097","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1503,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6037,"postID":24408,"userID":3203,"timestamp":"2019-08-20T20:59:15.913"},{"starID":6040,"postID":24408,"userID":54083,"timestamp":"2019-08-20T21:27:17.117"}],"PostCollectionItems":[{"collectionItemID":446,"collectionID":162,"postID":24408,"quote":"Paraeducators can go by many different titles in schools. This post discusses the importance of an appropriate title. "}]},{"postID":24409,"title":"Communication Partner Training for Paraeducators","body":"In my years as a teacher one thing I found daunting was training paraeducators to support students with complex communication needs. There's so much to learn, and the support that is provided is so critical to outcomes for these individuals. There's a growing body of research identifying interventions for various communication partners with parents and teachers being targeted most often. However, paraeducators are often the individuals that spend the most time with students with complex communication needs. What they do to support these students matters! So, how can educators and speech language pathologists ensure high quality supports from paraeducators? They can provide high quality training. Check out a sampling of the growing body of research related to interventions for paraeducators supporting children with complex communication needs.
Douglas, S. N. (2012). Teaching paraeducators to support the communication of individuals who use augmentative and alternative communication: A literature review. Current Issues in Education, 15(1). Link to the article here
Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101. Link to the article here
Douglas, S. N., McNaughton, D., & Light, J. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35(3), 223-242. Link to the article here
Pitman, D., Bellon-Harn, M. L., & Moody, S. (2016). Educational Assistants’ Use of ImPAACT for Increasing Message Selection and Turn-Taking with Children with Complex Communication Needs. International Journal of Speech & Language Pathology and Audiology, 4(2), 37-49. Link to the article here
Sennott, S. C., & Mason, L. H. (2016). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 37(4), 242-254. Link to the article here
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217-226. Link to the article here
And there's even more research coming to you soon. Check out this awesome development grant to create paraeducator focused training with teacher coaching for children with complex communication needs. It's currently under way. Link to the grant award here
What are you waiting for? Start implementing your paraeducator communication partner training today and see your the communication of your student grow tomorrow!
","userID":54083,"timestamp":"2019-08-20T19:57:51.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1701,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6038,"postID":24409,"userID":3203,"timestamp":"2019-08-20T21:01:14.93"},{"starID":6051,"postID":24409,"userID":54083,"timestamp":"2019-10-21T18:16:59.223"}],"PostCollectionItems":[{"collectionItemID":445,"collectionID":162,"postID":24409,"quote":"This post discusses the growing body of research focused on identifying interventions for paraeducators supporting children with complex communication needs. "}]},{"postID":24410,"title":"8 Tips for Supporting Paraeducators","body":"Does your educational team include paraeducators? Are you at a loss at how to support these important team members? Here are 8 tips to get you started on the right foot.
1-Advocate for high quality hiring practices for paraeducators - A good start with paraeducators begins with hiring. Although not always possible, work with your administrators to be included in the hiring of paraeducators. This allows you to have a voice in the right person for the position. As part of this, ensure that job announcements highlight the important roles paraeducators will hold in the classroom. Which leads me to tip #2...
2- Ensure paraeducators have accurate job descriptions - It's important that paraeducators know what is expected of them. You can help ensure this by providing them with an accurate job description that details their roles and duties in the education setting. Work with the building administrator or school district personnel to make this happen - ideally before they start in the classroom. Then refer to this job description when you implement tip #3...
3 - Provide the paraeducator with orientation before starting in the classroom - Ideally paraeducators would come ready to step into the classroom and support students on day one, but the reality is that many of these individuals come without relevant experience and limited education. Ensure that paraeducators are provided with the foundational skills they will need to be successful. This includes understanding the procedures within the school and basic responsibilities of paraeducators. This training is often provided by the school district or local educational agency. If you don't see this happening for paraeducators in your school, advocate for orientation to be implemented. After orientation has been conducted, you can continue supporting the paraeducator by implementing tip #4...
4 - Provide on the job training to support paraeducators as they gain instructional skills - Teachers and therapists can provide important support to paraeducators through on the job training. This can allow paraeducators to provide follow-up instruction and can allow them to help carry out goals within the IEP. High quality on the job training should include modeling of skills, observation of the paraeducator implementing the skill, and coaching/feedback to the paraeducator as they refine their implementation of the skill. This might require you to follow tip #5.
5 - Advocate for meeting time between the paraeducator and team members - Let's face it, paraeducators often don't have meeting time with team members built into their schedules. However, in order for paraeducators to gain instructional skills - meeting time is often critical. Work with building administrators and district personnel to ensure you have the time you need to help the paraeducator gain the skills required for the position.
6 - Document paraeducator skills and training - As you implement paraeducator training make sure to document what they have been taught. This helps the team keep track of what has been done, what assignments are appropriate for the paraeducator based on their training and skill level, and what training still needs to occur.
7 - Provide feedback to administrators or those conducting paraeducator evaluations - Teachers and therapists may not be conducting paraeducator evaluations, but that shouldn't stop them from providing feedback to administrators who are completing these evaluations. This might include touch points throughout the year to ensure that paraeducators are providing appropriate supports to students, and discussion of any challenges paraeducators face during the year.
8 - Make sure the paraeducator feels like they are part of the team - We know that paraeducators often don't feel like valued members of the team. Educational team members can help them feel like important team members by recognizing their hard work, giving them assignments that match their interests and skills, and making sure they have a place in the classroom to carry out their assigned duties. In talking with teachers many indicate that they bring them small tokens of appreciation on holidays and such to express their appreciation.
There you have it - 8 tips to support paraeducators. Following these tips can get you off to the right start. Be the team member who help paraeducators in their roles with students with complex communication needs!
It might seem like a little thing, but the titles we use to refer to each other in educational settings set the tone. Paraeducators are one group that often have numerous names by which they are referred in educational settings and often support students with complex communication needs. Their titles include: educational assistants, paraprofessional, aide, one on one, para, teacher assistants, classroom aide, job coach, etc. Why so many names? And what do these titles tell us about their roles? Unfortunately, their titles often tells us very little or lead the paraeducators themselves or others form judgements about their role. Take the title one on one. While it may indicate that the paraeducator only has one student to support, it might also send the message that no one else really works with that child - \"Billy has his one on one\", that the paraeducator needs to be around the child throughout the school day, that the paraeducator cannot help any other children in the school setting, or that the child is incapable of being without a person by their side. All of these messages might unintentionally result in a child with complex communication needs who is isolated from other educators, other children, and can lead to student dependence on the one on one. While a title can't fix everything - let's start the change by referring to these important support personnel by a more descriptive title. Introducing paraeducators! They are there to support, guide, and educate students with guidance from other educators (teachers, therapists, etc). They work alongside the teacher and other educators and they make a difference! In my years as a teacher I relied on these wonderful partners to educate students with complex communication needs. They are an integral part of our educational system and they should be recognized for the educational services they provide. So what's in a name? Apparently a lot!
","userID":54083,"timestamp":"2019-08-20T19:24:45.097","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1503,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6037,"postID":24408,"userID":3203,"timestamp":"2019-08-20T20:59:15.913"},{"starID":6040,"postID":24408,"userID":54083,"timestamp":"2019-08-20T21:27:17.117"}],"PostCollectionItems":[{"collectionItemID":446,"collectionID":162,"postID":24408,"quote":"Paraeducators can go by many different titles in schools. This post discusses the importance of an appropriate title. "}]},{"postID":24409,"title":"Communication Partner Training for Paraeducators","body":"In my years as a teacher one thing I found daunting was training paraeducators to support students with complex communication needs. There's so much to learn, and the support that is provided is so critical to outcomes for these individuals. There's a growing body of research identifying interventions for various communication partners with parents and teachers being targeted most often. However, paraeducators are often the individuals that spend the most time with students with complex communication needs. What they do to support these students matters! So, how can educators and speech language pathologists ensure high quality supports from paraeducators? They can provide high quality training. Check out a sampling of the growing body of research related to interventions for paraeducators supporting children with complex communication needs.
Douglas, S. N. (2012). Teaching paraeducators to support the communication of individuals who use augmentative and alternative communication: A literature review. Current Issues in Education, 15(1). Link to the article here
Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101. Link to the article here
Douglas, S. N., McNaughton, D., & Light, J. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35(3), 223-242. Link to the article here
Pitman, D., Bellon-Harn, M. L., & Moody, S. (2016). Educational Assistants’ Use of ImPAACT for Increasing Message Selection and Turn-Taking with Children with Complex Communication Needs. International Journal of Speech & Language Pathology and Audiology, 4(2), 37-49. Link to the article here
Sennott, S. C., & Mason, L. H. (2016). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 37(4), 242-254. Link to the article here
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217-226. Link to the article here
And there's even more research coming to you soon. Check out this awesome development grant to create paraeducator focused training with teacher coaching for children with complex communication needs. It's currently under way. Link to the grant award here
What are you waiting for? Start implementing your paraeducator communication partner training today and see your the communication of your student grow tomorrow!
","userID":54083,"timestamp":"2019-08-20T19:57:51.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1701,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6038,"postID":24409,"userID":3203,"timestamp":"2019-08-20T21:01:14.93"},{"starID":6051,"postID":24409,"userID":54083,"timestamp":"2019-10-21T18:16:59.223"}],"PostCollectionItems":[{"collectionItemID":445,"collectionID":162,"postID":24409,"quote":"This post discusses the growing body of research focused on identifying interventions for paraeducators supporting children with complex communication needs. "}]},{"postID":24410,"title":"8 Tips for Supporting Paraeducators","body":"Does your educational team include paraeducators? Are you at a loss at how to support these important team members? Here are 8 tips to get you started on the right foot.
1-Advocate for high quality hiring practices for paraeducators - A good start with paraeducators begins with hiring. Although not always possible, work with your administrators to be included in the hiring of paraeducators. This allows you to have a voice in the right person for the position. As part of this, ensure that job announcements highlight the important roles paraeducators will hold in the classroom. Which leads me to tip #2...
2- Ensure paraeducators have accurate job descriptions - It's important that paraeducators know what is expected of them. You can help ensure this by providing them with an accurate job description that details their roles and duties in the education setting. Work with the building administrator or school district personnel to make this happen - ideally before they start in the classroom. Then refer to this job description when you implement tip #3...
3 - Provide the paraeducator with orientation before starting in the classroom - Ideally paraeducators would come ready to step into the classroom and support students on day one, but the reality is that many of these individuals come without relevant experience and limited education. Ensure that paraeducators are provided with the foundational skills they will need to be successful. This includes understanding the procedures within the school and basic responsibilities of paraeducators. This training is often provided by the school district or local educational agency. If you don't see this happening for paraeducators in your school, advocate for orientation to be implemented. After orientation has been conducted, you can continue supporting the paraeducator by implementing tip #4...
4 - Provide on the job training to support paraeducators as they gain instructional skills - Teachers and therapists can provide important support to paraeducators through on the job training. This can allow paraeducators to provide follow-up instruction and can allow them to help carry out goals within the IEP. High quality on the job training should include modeling of skills, observation of the paraeducator implementing the skill, and coaching/feedback to the paraeducator as they refine their implementation of the skill. This might require you to follow tip #5.
5 - Advocate for meeting time between the paraeducator and team members - Let's face it, paraeducators often don't have meeting time with team members built into their schedules. However, in order for paraeducators to gain instructional skills - meeting time is often critical. Work with building administrators and district personnel to ensure you have the time you need to help the paraeducator gain the skills required for the position.
6 - Document paraeducator skills and training - As you implement paraeducator training make sure to document what they have been taught. This helps the team keep track of what has been done, what assignments are appropriate for the paraeducator based on their training and skill level, and what training still needs to occur.
7 - Provide feedback to administrators or those conducting paraeducator evaluations - Teachers and therapists may not be conducting paraeducator evaluations, but that shouldn't stop them from providing feedback to administrators who are completing these evaluations. This might include touch points throughout the year to ensure that paraeducators are providing appropriate supports to students, and discussion of any challenges paraeducators face during the year.
8 - Make sure the paraeducator feels like they are part of the team - We know that paraeducators often don't feel like valued members of the team. Educational team members can help them feel like important team members by recognizing their hard work, giving them assignments that match their interests and skills, and making sure they have a place in the classroom to carry out their assigned duties. In talking with teachers many indicate that they bring them small tokens of appreciation on holidays and such to express their appreciation.
There you have it - 8 tips to support paraeducators. Following these tips can get you off to the right start. Be the team member who help paraeducators in their roles with students with complex communication needs!
HomeTalk, a Family Assessment of Children who\r\nare Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and\r\nprofessionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey\r\nMar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf.\r\nIts purpose is to help families participate in the planning of their child’s\r\neducational program. Family members and other care providers have the best\r\nopportunities to make observations of a child at home and in the community. They\r\nknow their child’s skills better than anyone, and they need a way to describe\r\nthose skills in a language that professionals will respect. HomeTalk can\r\nprovide a broad picture of a child’s skills, special interests, and\r\npersonality. HomeTalk was developed by a group of parents and professionals who\r\nknow the importance of collaboration. HomeTalk may be used to:
• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
https://www.designtolearn.com/uploaded/pdf/HomeTal...
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Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
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\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
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For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
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She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. 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They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
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Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
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Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
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https://www.aacconference.com/schedule.html
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She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":1039,"postID":2576,"userID":2018,"timestamp":"2014-08-07T10:24:25.567","Post":{"postID":2576,"title":"Makes Comments","body":"This young lady seems to be commenting about the similarity between her hairdo and her teacher's, as she points back and forth between her hair and her teacher's hair.","userID":9043,"timestamp":"2014-08-05T17:52:25.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":84,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083","Post":{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78","Post":{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937","Post":{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4230,"postID":5559,"userID":2018,"timestamp":"2015-06-14T09:19:53.29","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4232,"postID":5438,"userID":2018,"timestamp":"2015-06-19T22:15:22.99","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":4278,"postID":5426,"userID":2018,"timestamp":"2015-10-05T08:55:42.43","Post":{"postID":5426,"title":"Communication Matrix is now on Twitter!","body":"We have joined the present and are now on twitter! Join us @comm_matrix for musings and links on communication, AAC, matrix tips, speech and more!\r\n\r\nhttps://twitter.com/Comm_Matrix","userID":2023,"timestamp":"2015-04-01T11:24:27.9","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Follow Us Now!","show":true,"views":115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4294,"postID":6747,"userID":2018,"timestamp":"2015-10-09T13:45:57.13","Post":{"postID":6747,"title":"Language and Speech in Education","body":"Hi! I am a student at a university in the College of Education. I am in a 'Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments' class. Learning about language acquisition and development of language in students, as well as adaptive devices, is such an interesting, captivating topic.
My question would be about what brought you (if you work in the field of language and speech in education) to where you are? What is your work and how have you enjoyed your work?
I am curious because my degree in special education will be a broad K-12+ Cognitive Impairment degree. But, there is always room for more specializing for a masters degree. I would love to hear about your experiences and what you do!
","userID":6487,"timestamp":"2015-10-05T09:58:44.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":62,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4351,"postID":6822,"userID":2018,"timestamp":"2015-11-05T13:16:19.49","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5570,"postID":6856,"userID":2018,"timestamp":"2016-06-08T21:32:18.297","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":5575,"postID":8264,"userID":2018,"timestamp":"2016-06-10T19:34:32.727","Post":{"postID":8264,"title":"Sharing the Matrix with a parent","body":"As a Special Education teacher, I would like to share my experience as I was able to present data from the Communication Matrix to an IEP committee during a student’s annual meeting. I briefly explained the Matrix to the Mother/committee and provided the parent with information including how to access the website. When I presented the printed matrices to the parent, I first gave her the one I had created at the beginning of the year and briefly explained what it represented. She had a chance to look it over and then I explained how much the student had grown/improved communication and gave her the one I created at the end of the year. A great, big smile came over her face, along with an expression of pride. I could see that she was overwhelmed by the amount of growth that had happened. She said that she really liked the charts because of the colors/visual effect that showed her the improvement made. It was easy for her to understand by just a glance at the matrices and she was totally impressed! Never before have I seen a parent react so positively in an IEP meeting. It is wonderful to have the ability to generate these matrices that visually represent a student's growth in communication. I will definitely continue to use the Communication Matrix and share it with parents. I’m appreciative that I have a tool I can use to help set IEP goals and to share information with parents in a format that is easily understandable.
","userID":4371,"timestamp":"2016-06-09T17:18:09.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":5588,"postID":6904,"userID":2018,"timestamp":"2016-06-30T04:28:23.477","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97","Post":{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687","Post":{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203","Post":{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]}},{"starID":5606,"postID":8323,"userID":2018,"timestamp":"2016-08-04T17:38:01.733","Post":{"postID":8323,"title":"Communication is key. ","body":"We can speak about related services needed for our family members who are deafblind, we can speak about the list people that can provide said services all day long for years to come and still not be discussing the most foundational need thise who are deafblind. That is... communication. If there is no way to get information in, life becomes pointless and is full of unnecessary failures.
Start here. Do this assessment. It is a wonderful tool to have in your tool box that you will need on and off again throughout their lives. Having a means to communicate and to have it understood is one of the most basic of needs and one of the most devastating feeling when you can't be understood.
#communicationmatrix #nfadb #nfadbaustintakeover
","userID":13351,"timestamp":"2016-07-17T18:40:58.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827","Post":{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]}},{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen"}]}},{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5845,"postID":9822,"userID":2018,"timestamp":"2017-06-18T18:03:20.63","Post":{"postID":9822,"title":"Sabotage ","body":"Sabotage can be an effective method to elicit communication with struggling communicators. Examples of this practice can be done in any aspect of a child’s day. These methods are meant to prompt a student to communicate a want, need or protest. Ideally, students initiate communication upon reacting to the sabotage. If the target student does not respond to the environmental stimuli, a teacher can use an open ended question or statement to indirectly reference the sabotage. If this prompt fails to prompt the student to communicate, more direct questioning can be used to draw the student’s attention to the sabotage and then request communication from the student. Below are examples from different activities during the school day where sabotage can be used to initiate student communication.
\n-During a reading activity where all children are reading the same text, give the targeted student a book with pages missing. The teacher could spend more time talking about those pages to prompt a student to notify someone about their missing pages. If communication isn’t independently initiated by the student, the teacher could use open ended questions to prompt the student to communicate their problem with their book.
\n-During a physical education game, give the target student a ball that is heavily deflated compared to other balls used by students. If the student does not independently request a new ball, the teacher can prompt using a general statement or question such as “Your ball isn’t bouncing very high, why is that?”
\n-During a snack activity, give the target student a juice box with the straw missing. The student may explore ways to drink without the straw or initiate communication with an adult to get help. An open ended statement or question example could be “That’s a strange way to drink your juice…”
","userID":15652,"timestamp":"2017-05-31T19:27:19.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":544,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":238,"collectionID":118,"postID":9822,"quote":""}]}},{"starID":5846,"postID":9819,"userID":2018,"timestamp":"2017-06-18T18:03:45.503","Post":{"postID":9819,"title":"In view or out of reach","body":"Creating an environment where communicators can see items that they want or need but cannot access is a way to encourage initiation of communication. The students will then request when they want something that they cannot reach. In order to set up the environment in this way, place preferred items on higher shelves where students cannot reach, or withhold items during activities. This forces the students to ask for help or for the item when they themselves cannot get it.
","userID":14971,"timestamp":"2017-05-31T15:15:41.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":480,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":239,"collectionID":118,"postID":9819,"quote":""}]}},{"starID":5847,"postID":9833,"userID":2018,"timestamp":"2017-06-18T18:04:00.253","Post":{"postID":9833,"title":"Environmental Arrangement for Communication","body":"Environmental Arrangement for Communication:
\nTeaching students to communicate is all about arranging an environment where the student will WANT or NEED to communicate in order to get his or her agenda/intent met. We create situations where the student needs to use the target skill/communicate. As speech-language pathologists, we know that communication is not an activity we practice. It occurs all day long in a variety of natural contexts and settings.
\nCommunication begins with intent. Getting from intent to action is what is difficult for our students and students with multiple disabilities.
\nWe must begin with the understanding that expressive communication is a function of the child’s intent or what the child wants/needs.
\nWhy is arranging the environment so important? The physical and social structure can facilitate learning and social interactions.
","userID":15266,"timestamp":"2017-06-01T12:02:28.277","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1649,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":244,"collectionID":118,"postID":9833,"quote":""}]}},{"starID":5848,"postID":9936,"userID":2018,"timestamp":"2017-06-18T18:04:42.27","Post":{"postID":9936,"title":"Examples of Student Dedicated AAC Devices for Vocational Tasks","body":"Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Ryan uses his AC device to work in the community. He goes to his home district to shred paper. Ryan communicates 3 different messages. #1- He greets the people in the office. #2- Asks if there is paper for shredding and #3- Thanks them. Those are the three messages in his AC device. When done asking different people for paper to shred in the office he proceeds to do his shredding job. He has enjoyed being out in the community and socializing.
","userID":3231,"timestamp":"2017-06-06T20:28:56.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":823,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":253,"collectionID":119,"postID":9961,"quote":""}]}},{"starID":5851,"postID":9815,"userID":2018,"timestamp":"2017-06-18T18:06:22.223","Post":{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
When we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
","userID":15974,"timestamp":"2017-05-31T13:30:51.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1311,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":235,"collectionID":117,"postID":9816,"quote":""},{"collectionItemID":263,"collectionID":121,"postID":9816,"quote":""}]}},{"starID":5853,"postID":9817,"userID":2018,"timestamp":"2017-06-18T18:08:10.52","Post":{"postID":9817,"title":"Encouraging parents to model communication on the student's device","body":"If your son/daughter has an alternative and augmentative communication or AAC device it is important to know what to do with it and how to incorporate it in your everyday life. First, it is important for you to get familiar with the AAC device or system. Try to create sentences with it and hold conversations with your partner or a friend using your child’s AAC device. Once you are more familiar with the system, it is important for you to consistently speak to your child through their mode of communication. For them to be motivated to use their device they need to be exposed to other people modeling and using their device. As you are talking to your child push the buttons along with whatever you’re saying. It is important to encourage your child to attempt to use the AAC device even if their responses are not meaningful. Do not take away the device if they are exploring their language. Instead, expand off of their words to create conversations and model back to them with their device. In conclusion, it is important to get to know your son/daughters mode of communication, model the communication consistently, and expand off of the meaningful and non meaningful responses. It is all communication. It is ok to make mistakes in this process. This is all a learning process.
","userID":14982,"timestamp":"2017-05-31T13:54:15.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":879,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":236,"collectionID":117,"postID":9817,"quote":""}]}},{"starID":5854,"postID":9826,"userID":2018,"timestamp":"2017-06-18T18:08:33.003","Post":{"postID":9826,"title":"Peer to Peer Interaction with AAC","body":"As a teacher for students with multiple disabilities, encouraging peer to peer interactions can be a major challenge. I have found that many of my students prefer to communicate with staff rather than with their own peers. Students need to be presented highly structured opportunities in order to engage in purposeful interactions with each other.
During our morning meetings, I have students practice writing letters to one another using their language on their AAC device (Touch Chat for the majority of my students). They choose their communication partner on their device and write a message or a comment related to a picture. They will then engage in a communication exchange with one another where they read their message to their partner.
It is also equally important for our students to interact with their typically developed peers. Throughout the school year, I have had a local high school student come to my classroom 3 times a week as part of their teacher prep program. This high school student needed to be trained in how to communicate with our students. Your typical high school student has most likely never even heard of Touch Chat or other similar AAC programs. I had to train her in how to communicate using each students AAC device. Many typical peers may be too timid to interact with their peers with disabilities only because they do not know how to effectively communicate with them. The more they can be accustomed to the different types of communication devices that our students use, the better communicative exchanges can occur between our students with disabilities and their typical peers.
When using AAC in the community, I notice that communication partners look to me (or other person with the individual using AAC) instead of the person using the device. I try to use non-verbal and verbal cues to indicate that the student has an AAC device and would like to communicate a message but often times they still look towards me. Is this an issue others have as well and do you have any strategies for helping community members to honor AAC?
","userID":15357,"timestamp":"2017-05-31T19:41:14.687","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":543,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":241,"collectionID":117,"postID":9825,"quote":""}]}},{"starID":5856,"postID":9827,"userID":2018,"timestamp":"2017-06-18T18:09:30.927","Post":{"postID":9827,"title":"Educating our community partners on students use of AC devices out in the community","body":"Our utilization of Alternative communication devices within the community involve a 1 button switch that states either one of the following “I would like to order ____________” or “thank you” while at the cashier counter. When the cashier has questions relating to the use of our students use of AC device for communication, this presents an opportunity to educate those in the community on AC devices. We will usually share with the cashier that our students have already made the selections prior to arriving to the counter, we as staff will then program the AC device so our students can voice their desired menu item. As we frequent these establishments regularly, the staff people will become more accustomed to our students using technology for communication and open more opportunities for dialogue on AC devices. One idea that we have yet to implement would be to type out a basic informational sheet to share at restaurants on how our students use their AC device at home or in the school environment.
","userID":14967,"timestamp":"2017-05-31T20:30:57.123","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":780,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":245,"collectionID":117,"postID":9827,"quote":""}]}},{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313","Post":{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]}},{"starID":5941,"postID":15853,"userID":2018,"timestamp":"2018-05-18T17:59:05.413","Post":{"postID":15853,"title":"Research Supports The Use Of Visuals In The Classroom","body":"Visual supports are an important tool for communication. In a 2006 article titled Learning Through Seeing and Doing; Visual Supports for Children with Autism, by Shaila Rao and Brenda Gagie, they outlined the benefits of using visual supports including:
· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
","userID":42626,"timestamp":"2018-05-15T14:44:51.477","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1376,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":349,"collectionID":142,"postID":15853,"quote":"This article outlines why visual supports are beneficial to those with Autism. "}]}},{"starID":5942,"postID":15825,"userID":2018,"timestamp":"2018-05-18T17:59:13.363","Post":{"postID":15825,"title":"Movement - Attracting Visual Attention with CVI","body":"Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Below are examples of the visual supports used in the classrooms. The first picture is an example of a child's individual schedule for the day. Most the the children take each of their small pictures and match it to a bigger picture in a certain area. This is seen in the third and sixth picture of circle, bathroom, and wash hands. The second, fourth, and fifth photos are examples of communication boards used in the classroom (in Spanish and English) to help faciliate expression language and aide in language comprehension as well. The seventh photo depicts a visual schedule of an arrival routine. Finally the last is a daily schedule for the whole class. The teacher reviews it in the beginning, middle, and end of the day. She flips over the strip in front of the class as they talk about what is \"all done\".
","userID":42626,"timestamp":"2018-05-15T15:12:07.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":350,"collectionID":142,"postID":15854,"quote":"Visual Support Examples in the Classroom"}]}},{"starID":5944,"postID":15993,"userID":2018,"timestamp":"2018-05-18T18:44:53.897","Post":{"postID":15993,"title":"Core Vocabulary and Using the Communication Matrix to Write IEP goals","body":"This year the team has focused on using core vocabulary with our students with complex communication needs. We have had a weekly CORE communication group, in addition to posting the word of the week on the door so that everyone knows what we are working on. I was involved in a Professional Learning Community this year that focused on A Tiered Approach to Core Vocabulary Intervention. I was able to learn so many more strategies and ideas to use for the upcoming year. Also, I had been using the Communication Matrix with a few of my students. It was time to write IEP goals for one of my students and I wanted to figure out how to incorporate the areas of the Communication Matrix while using core vocabulary. Since the communication matrix was able to pinpoint areas my student needed to work on, I was able to come up with a few objectives, working towards the goal. The goal that I wrote was the following: By April 2019, D will use 1-2 words (i.e. want it, more eat, help me, you go, stop walk) to express a variety of communicative intents, given access to AAC System/Core Vocabulary, during structured activities in ¾ opportunities, given a visual/gesture prompt. The communicative intents that are going to be targeted in the objectives are commenting, rejection/refusal, and making choices (which were the areas that the Communication Matrix showed were either \"not used\" or \"emerging\"). I was happy that I was able to integrate both core vocabulary and the areas of the Communication Matrix in my IEP goal.
","userID":18707,"timestamp":"2018-05-17T14:15:10.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5951,"postID":16245,"userID":2018,"timestamp":"2018-05-22T21:02:34.56","Post":{"postID":16245,"title":"Active Learning & Navigating with CVI ","body":"Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
![](\"https://lh6.googleusercontent.com/ksgqY5Sgi3TZuajt-t_XJ6vViWNJQ5jRPaTG_z5eOHPPgorrWV2joWa-qM5iMilu3xjwMFGx6rpJ8HMrqh_D3cZFjENjFcmUIlGSUIaIva0s-kPtBib0Rqxx6cGlUyfrCND3m984\")
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
","userID":46861,"timestamp":"2018-05-27T02:25:53.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":361,"collectionID":140,"postID":16508,"quote":"Post by Deirdre McLaughlin CF-SLP\nAn interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!"},{"collectionItemID":362,"collectionID":144,"postID":16508,"quote":""}]}},{"starID":5958,"postID":16088,"userID":2018,"timestamp":"2018-05-31T20:01:35.453","Post":{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:43:55.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":371,"collectionID":143,"postID":15711,"quote":"Colleen has given her insight from the high school level on how to build an integrated approach. "}]}},{"starID":5960,"postID":15710,"userID":2018,"timestamp":"2018-05-31T20:02:27.97","Post":{"postID":15710,"title":"Using Aug Com Across Contexts; Making It Fun Makes It Meaningful","body":"This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:17:50.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":775,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":372,"collectionID":143,"postID":15710,"quote":"This post relates to how to push into the classroom and how to model using AAC. "}]}},{"starID":5961,"postID":15649,"userID":2018,"timestamp":"2018-05-31T20:02:35.173","Post":{"postID":15649,"title":"Consistency is key!","body":"Being a teacher where all 6 of my students use communication devices can be overwhelming at times. In the beginning of the year all my students did not use their communication devices independently and needed alot of hand over hand assistance to participate in class. So as the assignments were being completed it would take awhile to get through the lessons because the paras and myself made sure that every student's voice was being heard. Now at this time of the year, the students are using their communication devices more and independently. They are able to navigate through the pages on their devices and participate in class. It's nice to see all my students sharing their answers in the classroom. It shows they are attending to lessons and learning is happening. Great job!!
","userID":40678,"timestamp":"2018-05-08T17:52:28.583","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":49,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5962,"postID":16721,"userID":2018,"timestamp":"2018-06-04T23:18:24.767","Post":{"postID":16721,"title":"Supportive Sabotage","body":"Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
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Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
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\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]}},{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623","Post":{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n
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The following post was written by Mary Solberg, speech-language pathologist in Illinois:
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In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
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\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]}},{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627","Post":{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"
\n\nThe following post was written by Sabina Walker (SLP):
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\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
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\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
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\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
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\nAAC Education within the general education\nclassrooms:
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\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
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\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
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","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]}},{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127","Post":{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]}},{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313","Post":{"postID":17567,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"
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\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
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\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
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\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
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\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
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\n-PBIS/Second\nStep programming
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\nRESULTS:
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\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
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\nIn just\nthe last year, we’ve witnessed:
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\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
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\nand
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\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
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\nTHANK YOU\nfor your time!
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\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
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\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]}},{"starID":6103,"postID":24444,"userID":2018,"timestamp":"2020-08-05T19:36:16.383","Post":{"postID":24444,"title":"Incorporating The Senses Into Communication and Play Development","body":"Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
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learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}],"Posts1":[{"postID":3963,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4276,"title":"Object Representation Systems","body":"It is often very time consuming creating object representation systems. Whether using objects for visual, cognitive or language purposes, it is important to take into consideration during your assessment & implementation of an object system - what type of object is meaningful to your child/student. Please don't assume that a whole object or miniature is the way to go with everyone on the planet ;)\r\n For some people, it is a whole item that represents the same item, an action with that item, an emotion or other description, or even that object can represent a category of items. For some it may be a part to a whole (such as the handle from the toilet rather than a miniature toilet). For some it is a texture (such as sandpaper to represent the roughness of the bricks on your house or represents the category of buildings).\r\nIn any case, it can take a extensive amount of time to build up an object system. One source to take a look at are the Tangible Object Card Sets from Adaptivation Inc. \r\nhttp://www.adaptivation.com/product_detail.php?ID=194\r\nLori Dahlquist, a Speech Language Pathologist on the Adaptivation team, has written an article on \"Communication and the Use of Tangible Symbols\" that may be helpful in schools.\r\nhttp://www.adaptivation.com/uploads/documents/Communication%20and%20the%20use%20of%20tangible%20symbols_dahlquist.pdf ","userID":2018,"timestamp":"2015-02-07T11:15:22.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2043,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2149,"postID":4276,"userID":2023,"timestamp":"2015-02-09T11:35:59.103"}],"PostCollectionItems":[{"collectionItemID":307,"collectionID":137,"postID":4276,"quote":"Object Systems aren't always a whole item"}]},{"postID":4277,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4278,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4279,"title":"Music and AAC","body":"The Grammy Awards remind us of the importance of communication in all areas of life. These 2 videos of a young boy first telling his mom and then his grandma about the family band, and the videos will just delight you. He uses a communication system called PODD (Pragmatic Organization of Dynamic Displays) a language representation system that has both paper and electronic based options. In these videos you will see and hear this young boy \"tell\" about all the members of the family and which instruments they are to play. \r\nCallaghan 2 years 11 months navigates through multiple categories and branches of his 16 cell location PODD book to talk about his latest interest 'music'. If you've never experienced a PODD paper system, it's called a \"smart partner system\". Wherever the child points, the person with them provides the voice output; if they land on a cell that has a LINK, the adult changes the pages for them. His mother may be speaking out loud the symbols that he is pointing to, but it is certainly the story that he has to tell -his way!","userID":2018,"timestamp":"2015-02-08T21:58:34.547","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2148,"postID":4279,"userID":2023,"timestamp":"2015-02-09T11:24:04.117"}],"PostCollectionItems":[]},{"postID":4280,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4281,"title":"Demystifying AAC","body":"Ajit, one of the developers of the Avaz AAC app conducts a 55 minute webinar on the basics of AAC without it being about any particular AAC tool. He does a very nice presentation at describing the social need for communication, the differences between speech and language, and lays out what he calls \"the anatomy of a conversation\", which often makes communication so difficult for children on the autism spectrum.\r\n\r\nIf you have time to continue beyond the first 15 minutes in the webinar, you will learn about what therapists mean when they are talking about what children gain from having \"core vocabulary\" and having \"pragmatic vocabulary\" and \"content words/nouns\".\r\n\r\nContinuing on, he covers implementation strategies in AAC such as Aided Language Stimulation, Color Coding, Learn-ability of Symbols, Growing a System with your Child, and Motor Planning for Fluency. He pretty much hits all the topics of the today!\r\n\r\nAgain, what is nice about this webinar is that he is not \"selling\" his system, it is a solid one hour AAC introduction without \"bells and whistles\".","userID":2018,"timestamp":"2015-02-09T13:20:35.457","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":68,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4282,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4283,"title":"Communication, Literacy & Angelman Syndrome","body":"Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. ","userID":2018,"timestamp":"2015-02-09T13:26:18.903","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2227,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2152,"postID":4283,"userID":2023,"timestamp":"2015-02-10T10:02:40.37"},{"starID":2159,"postID":4283,"userID":3233,"timestamp":"2015-02-11T13:50:20.553"},{"starID":6164,"postID":4283,"userID":284154,"timestamp":"2024-02-06T18:21:42.877"}],"PostCollectionItems":[{"collectionItemID":274,"collectionID":123,"postID":4283,"quote":"I'd like to add this post from Kelly Fonner as it features resources from two experts in emergent writing, Caroline Musselwhite and Gretchen Hanser. Additionally, emergent writing is an emergent literacy skill and all of these skills should be worked on at the same time!"}]},{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2150,"postID":4284,"userID":2023,"timestamp":"2015-02-10T08:42:38.4"},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07"}],"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]},{"postID":4285,"title":"Free Communication & AAC training at AbleNet University","body":"At AbleNet University, there is an opportunity to register for upcoming free webinars in aspects of communication at all 7 levels that are addressed in the Communication Matrix. The website is at\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nFor those who are interested in training for communicators at Communication Matrix Levels 1, 2, & 3 - you may be interested in the assessment, implementation & data collection strategies from CEP: Communication Enhancement Process that are represented across 3 webinars in the AbleNet University recorded: Communication section - AAC into the Classroom for Students with Significant Disabilities.\r\n\r\nFor those with individuals starting to use or inconsistently using AAC systems and are mostly at Communication Matrix Levels 4, 5, 6, & 7 - check out the 2 webinars that make up the ECT: Environmental Communication Training series. These are also in the AbleNet University recorded: Communication section.","userID":2018,"timestamp":"2015-02-09T13:43:52.807","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":127,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2157,"postID":4285,"userID":3154,"timestamp":"2015-02-10T14:13:47.05"}],"PostCollectionItems":[]},{"postID":4286,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4287,"title":"The Everybody Communicates Challenge","body":"In February 2015 AAC Consultant, Author & Developer, Pati King-Baun will initiating the \"Everyone Communicates Challenge\". Available to educators, SLPs, family members of children and teens with complex communication needs, Pati will be providing access to a communication system & 20 days of school based activities that support language learning. Sign-up will take place on\r\nhttp://creativecommunicating.com/creative-communicating/index.php/everyone-communicates/","userID":2018,"timestamp":"2015-02-09T13:47:14.13","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2151,"postID":4287,"userID":2023,"timestamp":"2015-02-10T10:02:20.933"},{"starID":2164,"postID":4287,"userID":3256,"timestamp":"2015-02-17T21:35:57.337"}],"PostCollectionItems":[]},{"postID":4293,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4294,"title":"Sequential Messages from a Single Switch","body":"For students who have difficulty with more than one activation point, but have more than one thing to say, as well as for those that you want to encourage continued conversations & \"chatting\" - try out one of the many options in sequential messaging. These products can be used for introducing multiple messages, social chatting, for initiating social interaction that is then carried out with other modalities/AAC strategies, and vocational scripting that includes expressive communication. \r\nSequential devices can also be a strategy that introduce new expressive communication to individuals and allows for the emphasis to be put on the social aspect of communication, rather than on the individual hunting for messages. Of course, this is not for all expressive needs, but for fast, new, or socially stressful situations, these tools may be something to consider as a part of a range of tools in someone's AAC system set.\r\nAttached are some images of products including light tech tools, apps, and handouts on implementation strategies for sequencing tools & messages.","userID":2018,"timestamp":"2015-02-10T22:45:38.697","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2174,"postID":4294,"userID":2023,"timestamp":"2015-02-23T12:14:48.5"}],"PostCollectionItems":[]},{"postID":4295,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4296,"title":"PSU Kids Website for Early Intervention & Communication","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1\r\n","userID":2018,"timestamp":"2015-02-10T23:16:40.127","posted":false,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4297,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4298,"title":"PSU Communication Supports for Infants & Toddlers","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1","userID":2018,"timestamp":"2015-02-11T01:11:29.37","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5298,"title":"Maya Finds Her Voice","body":"Follow these 2+ years of a video documented account of Maya, as a mother tells the journey of navigating augmentative & alternative communication from her daughter's 2nd to 5th birthdays. She will talk of the forward strides and the mis-steps, and share with you these examples through many videos that show a range of AAC options that helped to scaffold Maya to her current system. \r\nJust a note: While watching the videos - just be aware - that several of the videos put Maya in the position of having to \"perform\" with her current AAC system. \"show me this\"... \"tell me this\". but this is often what happens when one just turns on a camera to show what a kid can do with symbol cards, a device or an app; rather than just running the video during natural situations in the day which lend themselves to chatting. \r\nNone the less, you will see in a mere 10 minutes how 2 focused years can make all the difference! It does not just happen because you put an app infront of a child or when you just fly by the seat of your pants! A lot of planful work went into this child, both from the family, clinician and educators side. Well done Maya! Well done Mom!","userID":2018,"timestamp":"2015-02-11T23:03:29.137","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2006,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2161,"postID":5298,"userID":2023,"timestamp":"2015-02-13T15:12:38.373"}],"PostCollectionItems":[{"collectionItemID":329,"collectionID":138,"postID":5298,"quote":"In this post Kelly highlights a video that follows several years of a young girl, Maya, learning to use her AAC device."},{"collectionItemID":332,"collectionID":139,"postID":5298,"quote":"In this post, Kelly shares a video that follows several years of a young girl, Maya, learning to use her AAC device"}]},{"postID":5299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5300,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5301,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5307,"title":"Mateo's Story of how Language + Literacy = Empowerment","body":"I must start out by saying that there are many stories that choke me up. I do not personally know this young man or his parents. His mother writes beautifully of the struggles and the rewards of their experiences with complex communication needs and the surrounding social impacts of navigating a desire to have \"true inclusion\" for her son both in school activities and in related activities, such as the track team. How much of every day is impacted by the ability for your child/student to communicate with others and for those unfamiliar with your child/student to be comfortable communicating with them. Sometimes that means going outside of your comfort zone, outside of the bubble of your protected \"known\" environment. It can be very difficult, and it can have huge rewards.\r\nI share this also from a family member perspective. My sister-in-law had Cerebral Palsy and communication struggles, especially in her 60s and 70s when seating, breath support and age started to take their toll on her body and voice. She used a communication board in those later years to communicate with unfamiliar partners and in her last years, with all of us, through her pointing & then through partner assisted scanning. It wasn't easy, but it was well worth it. Literacy was a huge important factor in her life. Reading kept her self motivated. It gave her topics to discuss with people. It helped to build friendships and work. I am so glad that people in her life always assumed she could without making her prove it first. In many ways growing up in the 40s and 50s was easier and also harder than it is now.\r\nSo back to Mateo - Read and see images of Mateo's story at Voices For All\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion/\r\nAnd see 9th grader, Mateo present to his school board about his experiences at a Literacy Camp - CampAlec\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion-2/\r\nIt does take work from many people, but it is worth it!","userID":2018,"timestamp":"2015-02-12T15:01:03.92","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":337,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2160,"postID":5307,"userID":2023,"timestamp":"2015-02-13T15:12:19.117"}],"PostCollectionItems":[]},{"postID":5308,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5309,"title":"Training through Rett University ","body":"\r\nThere is a new source of training for parents & providers of services to children with RETT Syndrome. Rett University is an e-learning platform specifically designed for educators and therapists of students with Rett Syndrome . Experienced professionals share their cutting-edge knowledge on how to support their students with Rett Syndrome and push them to their highest levels of academic, physical and personal achievement. Courses are designed to teach you how to:\r\n-help your student/child learn to read and write\r\n-develop real communication skills\r\n-learn strategies for sensory regulation\r\n-learn where to start when initially diagnosed to build communication and appropriate expectations\r\n-develop effective appropriate IEP goals\r\n\r\nRett University is brought to you by Girl Power 2 Cure in partnership with Susan Norwell and other well know advisers who specialize in literacy, language, movement, communication, & medical issues of individuals with Rett Syndrome . Together with Udemy.com, a leading e-learning company, this website has launched in the fall of 2014. Courses are added regularly and there is a newsletter to keep you informed. \r\n http://www.rett-u.org/","userID":2018,"timestamp":"2015-02-13T15:41:14.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2162,"postID":5309,"userID":3238,"timestamp":"2015-02-17T06:40:33.247"}],"PostCollectionItems":[]},{"postID":5310,"title":"Credits for Coursework through Home CEU Connection ","body":"This website provides opportunities to further your study on Beginning Communication, Assessment, Augmentative & Alternative Communication, Switch Access, Electronic Aides of Daily Living, & other issues & strategies that impact your knowledge & work with children & youth with complex communication needs. This website provides state & organization approved credit training for SLPs, OTs, OTAs, PTs, & PTAs in a variety of topics right in the comfort of your own home. \r\nFor topics that impact the population of students served in the context of the Communication Matrix, do searches for courses taught by Patricia Ourand, Michelle Lange, Kelly Fonner, and Cara Koscinski.\r\nhttps://www.homeceuconnection.com","userID":2018,"timestamp":"2015-02-15T15:49:12.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":973,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5311,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5312,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":40,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5313,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5318,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057"}],"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]},{"postID":5323,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5324,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5325,"title":"Summer Camp Experiences for Children & Youth with Complex Communication Needs","body":"There are a variety of options in Summer Camps for Children & Youth with CCN (Complex Communication Needs). Some camps focus on the communication experience, some on the basic summer camp experience, some on literacy, some on a little bit of everything. There are day camps and overnight camp options in several states, here are just 4 options:\r\nBuilding Bridges Camp & Training Institute - an experience for both campers & educators/practitioners, the 2015 dates are July 8-15. More information is at http://www.bridgeschool.org/outreach/camp/index.php\r\nAAC and Literacy Camps - 2 opportunities to Experience a week of Literacy Learning under the guidance of staff from the Center for Literacy & Disability Studies from the University of North Carolina - Chapel Hill & other professionals. Camp Courage is in Maple Lake, Minnesota (June 19-25, 2015) and Camp ALEC is in Grand Rapids, Michigan (August 8-15, 2015) http://www.med.unc.edu/ahs/clds/camp-alec\r\nI CAN TALK AAC SUMMER CAMP - Pittsburgh, PA - Dates are July 29 - August 1, 2015 - for the summer of 2-15 the theme is “UNDER THE MICROSCOPE http://www.icantalkclinic.com/2015-camp.html","userID":2018,"timestamp":"2015-02-20T01:49:20.7","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1089,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2169,"postID":5325,"userID":1012,"timestamp":"2015-02-20T10:15:43.207"}],"PostCollectionItems":[{"collectionItemID":73,"collectionID":60,"postID":5325,"quote":"Videos can tell the story of a camper and adults day so much more than words."}]},{"postID":5326,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5327,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5328,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5331,"title":"Babies with iPads","body":"There is a blog called \"Babies with iPads\" that was started in July 2010 and is written by a developmental/vision specialist for WV Birth to Three, who has been working with babies/toddlers with special needs since 1988. There are many guest bloggers who are parents of children with special needs who share their stories of how their own babies & children under 3 are using particular apps or how they have the iPad set up with accessibility options and creative solutions.\r\nThe blog host posts that the blog is designed to document infants/toddlers with disabilities using an iPad to promote their development and hopes to show how this technology can help children with disabilities develop their communication, play, pre-literacy, cognitive, visual/auditory and motor skills. There are many, many images, videos and descriptions of communication apps \"how-tos\", but also implementation ideas, & also results of young children gaining exposure early on in their development.\r\nYou can, as I have, spend hours of your time exploring these stories, and still not be 5 pages into this blog. You will also find video of children with some of the rarer syndromes, such as Cri du Chat Syndrome, that are also quantified here in the Shared Science section of the Communication Matrix Community. You will also find blogs dedicated to showing apps especially good for children with CVI, Cortical Vision Impairment.\r\nhttp://babieswithipads.blogspot.com/","userID":2018,"timestamp":"2015-02-20T14:24:02.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2173,"postID":5331,"userID":2023,"timestamp":"2015-02-23T12:10:53.257"}],"PostCollectionItems":[]},{"postID":5335,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5336,"title":"PECS®: Picture Exchange Communication System","body":"PECS® is a system often used with early augmentative communicators and has a training strategy that family and staff may or may not have had complete training on the process of the exchange as a communicative behavior. Sometimes it's only the staff that gets trained and families don't have the option of attending. In some cases, only professional staff attend, and yet it's the para-professionals that implement the process under the guidance of SLPs and/or teachers who may not realize that they've missed passing on some of the message behind moving through PECS® stages with fidelity. In too many cases, several of my colleagues and myself have witnessed, what we've referred to as \"mis-PECS®\" or \"PECS® gone wrong\" and people have turned a communicative act into \"work\", or worse, an opportunity to \"test\" or \"quiz' a student on what they know. COMMUNICATING is not QUIZ.\r\nSo here is an opportunity to catch up on what PECS® really is, without the long training. It is not a replacement of the full training. You will learn so much from the complete training; but in a pinch, here is Lori Frost, MS, CCC-SLP, co-developer of the Picture Exchange Communication System® (PECS®) and co-founder of Pyramid Educational Consultants, as she introduces the Picture Exchange Communication System (PECS). \r\nThis 48 minute video includes a synopsis (NOT a FULL TRAINING) of the 6 training phases of PECS®, a discussions of the myths and facts associated with PECS® as well as an overview of the research related to PECS®. *Please note this video is an overview only and is not intended as a training workshop. ","userID":2018,"timestamp":"2015-02-21T20:44:27.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2026,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2172,"postID":5336,"userID":2023,"timestamp":"2015-02-23T12:10:35.63"}],"PostCollectionItems":[]},{"postID":5337,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5338,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5339,"title":"Real Look Autism Video Series","body":"www.reallookautism.com is a non-profit organization with a website and YouTube channel dedicated to supporting families and educators who have children & youth with autism. Paraphrasing from their information - The website will give you some great ideas for living with & working with children who have Autism Spectrum Disorders and also serve as a place to share your own insights....They attempt to present different therapies and strategies using video in a very focused and thoughtful way. They present these short edited video stories paired with an article on the same topic written by a parent or specialist…Or both!\r\nOn the YouTube Channel, there are over 13 videos; they refer to as \"episodes\". The topics cover communication, play, shopping, camping, art therapy, eating, emotions, and personal hygiene. And don't forget there is a paired story back on the website for every topic. \r\nThe communication topic is included in this post and here is a link to the article that goes along with the video. \r\nhttp://www.reallookautism.com/2012/01/communication-device/","userID":2018,"timestamp":"2015-02-23T10:10:31.26","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1726,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2171,"postID":5339,"userID":2023,"timestamp":"2015-02-23T12:09:51.877"}],"PostCollectionItems":[{"collectionItemID":316,"collectionID":138,"postID":5339,"quote":"In this post, Kelly introduces www.reallookautism.com as a website and YouTube channel that provides information for living and working with children with autism spectrum disorders. "}]},{"postID":5340,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5341,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5342,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5344,"title":"Does AAC impede natural speech? and other fears","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:46:22.15","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5345,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5346,"title":"Does AAC impede natural speech?and other fears.","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:53:37.537","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"common concerns from families and staff","show":true,"views":2059,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2175,"postID":5346,"userID":2023,"timestamp":"2015-02-25T10:07:08.41"},{"starID":2176,"postID":5346,"userID":9043,"timestamp":"2015-02-25T10:07:55.187"},{"starID":2178,"postID":5346,"userID":3256,"timestamp":"2015-02-25T21:56:22.67"}],"PostCollectionItems":[]},{"postID":5347,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5362,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5363,"title":"Teaching Learners with Multiple Needs","body":"Teaching Learners with Multiple Needs is a website & blog by Special Educator & Assistive Technology Specialist, Kate Ahern. Kate has been posting information on educating students with severe disabilities since 2006, including students with Rett Syndrome and Autism. She includes Communication strategies and information on AAC Dynamic Displays that are both in Devices and Static, Increasing speech through AAC use, Photos and Symbols, and Eye Gaze. Her Periodic Table for AAC is attached to this post.\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/\r\nIn addition to the Communication strategies, she also has related content on hard to find information such as Clothing for students with severe disabilities, Swimming, Switches, Paraprofessional Resources, iPad Apps & Software Recommendations, Alternate formats for books and stories and other literacy strategies.","userID":2018,"timestamp":"2015-03-01T09:55:18.07","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This blog contains a wealth of information specific to Rett Syndrome but also related to AAC in general. Check it out!","show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5364,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5384,"title":"AAC in Early Childhood","body":"Dr. Rae Sonnenmeier of the Institute on Disability at the University of New Hampshire discusses reasons why it is important to support the use of AAC in the early childhood environment. She introduces a 5-step process for developing communication through AAC. And she includes research findings on Early Childhood use of AAC.\r\nhttps://vimeo.com/91725812\r\nThe webinar is a recorded 45 minutes long and includes demonstrations from current AAC technologies including AAC apps.","userID":2018,"timestamp":"2015-03-10T17:06:19.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5385,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5387,"title":"Every Move Counts Assessment and Intervention","body":"Every Move Counts is a Sensory based Communication Assessment and Intervention Planning Process. Used by therapists and educators who have received training by some of the authors, Jane Korsten and Terry Foss, staff & families introduce a wide variety of sensory-related stimuli systematically to a child and observe, often through video of their reactions, from slight or very noticeable. These movements of a child's eyes, body or hands, towards or away from the item that created a sound, or light source or vibration, are noted as communicative and potential options to build upon augmentative or alternative strategies for communication. Data collection is a well organized part of the assessment and intervention planning.\r\nAt the Every Move Counts website, you can find information on the strategies through video, articles and other downloads. You can also order the complete book that teaches all of the strategies and find out about workshops on the topic of developing communication through sensory techniques.","userID":2018,"timestamp":"2015-03-13T22:35:39.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":17642,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":12,"collectionID":1,"postID":5387,"quote":"This instrument is appropriate for individuals with severe/multiple disabilities and sensory impairments."}]},{"postID":5388,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5389,"title":"Emergent Communicators - If You Listen, You Will Hear Us","body":"There is a 10 minute video that communicate in images so much of what many of try to get across when describing the extreme importance of creating opportunities for expressive communication for individuals who are emergent communicators. This video was filmed in 2013 by the Leicester and Leicestershire Learning Disability Partnership Boards along with frontline staff, carers and people with learning disabilities themselves. . The videos were done at the Hastings Road Day Centre, Leicester, and Glebe House, Loughborough, England. \r\nThe video was created to demonstrate alternative styles of communication to those that may be unfamiliar with individuals who have complex disabilities and communicate in sensory and behavioral ways. There is a nice explanation, images and video of \"Communication Passports\". The intervention of having descriptive books with pictures that describe the person, their likes, dislikes, family members, conversation patterns, social topics and all things that have to do with their communication. For those of you that work with teens and young adults, this will be a nice viewing, because so much of what we see in video is of young children in the emergent communication levels. This video of young and older adults communicating through sensory based techniques is encouraging and of course we are all ready for each and every one to take the next step on the communication ladder! Everyone just needs to be given opportunity, good models of expressive communication and of course, truly expectant and engaging partners.\r\n\r\nFrom the website - \"People with PMLD (Profound & Multiple Learning Disabilities - a term used in the U.K.) have severely limited understanding and often have more than one disability, such as problems with seeing, hearing and movement. They may also have other conditions such as epilepsy or autism. This all means that patients will have complex health needs, great difficulty communicating and sometimes challenging behaviour. The guidelines cover the need to value all ways of communicating, the fact that everyone communicates, how a very personalised approach is needed for people with PMLD, how gaining views may take a long time and some educated guess work along the way, and that family carers know their relative the best and are the experts. It's about building a long-term picture of what people PMLD like and dislike and what their wishes are. \"","userID":2018,"timestamp":"2015-03-14T01:16:52.957","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3181,"postID":5389,"userID":2023,"timestamp":"2015-03-20T09:02:48.623"}],"PostCollectionItems":[]},{"postID":5390,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5391,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5392,"title":"Autism & AAC Apps: Evaluating Your Options Workshop","body":"AAC Institute along with ICAN Talk Clinic’s staff is offering a 1.5-day workshop for attendees to learn about and interact with communication apps on iPads or other mobile technologies designed for individuals with autism spectrum disorder. This workshop is being offered by the AAC Institute as part of their professional continuing education program. Attendees have the option to earn continuing education units required for professional development.\r\nMay 7&8/2015\r\nhttp://www.icantalkclinic.com/autismaac-app-workshop.html\r\nDay 1: After the morning presentation by Katya Hill, Ph.D., CCC-SLP, Executive Director of AACI of evidence-based research on AAC apps, strategies and resources to support identifying app features and the matching persons with technology process, attendees will head to each of four (4) participating App company classrooms for 1.5 hour rotating sessions. The sessions will provide hands-on training to become familiar with the featured communication App(s) and intervention resources offered to support App users with autism and their teams. \r\n\r\nThe four participating AAC app companies with classrooms can create a learning environment that represents their products, supports and services. Also, Day 1 includes an Exhibitor walk-about during lunchtime and afternoon demonstrations in the ballroom where other companies will be demonstrating their Apps, resources and products. Day 1 concludes with a “happy hour” informal networking opportunity for attendees, company representatives and exhibitors. \r\n\r\nDay 2: After breakfast attendees go to their final concurrent classroom training session. After the morning break, all will gather for a panel discussion with the concurrent classroom App representatives and a wrap-up Q&A. App companies are free to stay in their classrooms once the main conference is adjourned for any scheduled 1:1 meetings they may wish to schedule. Attendees will leave the workshop fully informed and able to identify AAC App options for a person with autism.","userID":2018,"timestamp":"2015-03-15T09:51:09.19","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5393,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5394,"title":"Prompting Strategies","body":"There are many practices, strategies, researched methods and opinions on prompting strategies. Prompting is a strategy utilized in implementing communication interventions with children in all the levels of Communication Matrix.\r\n Too often when an adult is excited about getting their child or student to use an AAC app or Big Mack, or any AAC device, they give simple commands such as \"hit the switch\" or \"press this\". When doing so, all the child is learning is to follow directions - they are not learning the \"why\" they are to talk with this device or \"why they are saying this particular message\". They are just doing what someone told them to do. And when the situation occurs again, they are dependent upon that adult telling them , or showing them what to do again.. and thus, the prompt dependency cycle begins.\r\nIt needs to be recognized that prompting for communication can differ greatly than prompting for response to instructional questions or task oriented activities. In communication interactions multiple factors occur. It is more than the saying of a message, when it is by speech, or the pressing of key on a single button device, or a multi-key communication device or iPad app. There are social, linguistic, and strategic factors in communication. If the student is using a device or app, there are also operational factors. The pragmatics of the communication interaction that influence the communication intent are always in play during communication. So, talking to someone is not as simple as \"hit the switch\". These skills are not to be overlooked when teaching a child to interact utilizing AAC strategies, and need to be accounted for when considering what type of prompting you are to use with your student when training them to communicate.\r\nWhen we use thoughtful, environmentally based cues prior to the communication and communication based prompts that connect the student back to the communication intent after the they were expected to communicate, prompt dependency is less likely to develop. Least -to-Most strategies are connected to this type of prompting. Where full models are the last in the hierarchy, rather than starting with a full model and fading.\r\nHere are some supportive websites and documents to key you in on prompting strategies\r\nFrom I Can Talk website - Prompting Strategies\r\nhttp://www.icantalkclinic.com/aaction-points/aac-prompting-strategies\r\nFrom Every Move Counts - Prompting - A Cautionary Tale\r\nhttp://www.everymovecounts.net/articles.html","userID":2018,"timestamp":"2015-03-15T10:31:45.273","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":6536,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":401,"collectionID":154,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies. "},{"collectionItemID":405,"collectionID":155,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies."}]},{"postID":5395,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5397,"title":"Building Personalized Participation Packages","body":"There is a free 45 minute webinar on Building Personalized Participation Packages by Presenter, Terry Wendorf, available at the Ablenet University website for anyone to watch at whatever time is convenient for you.\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nThe description from the website: In this webinar, we will look at designing personalized learning packages that can increase participation for students with complex communication needs and/or severe multiple disabilities. Key equipment that will be incorporated into the participation packages will include the AbleNet PowerLink, the All-Turn-It Spinner, and dedicated speech generating devices such as the Step-by-Step. This is a \"DIY\" guide to creating your own participation/learning packages for your individual students/clients that will increase communication opportunities and physical participation.","userID":2018,"timestamp":"2015-03-17T16:48:16.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5398,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5425,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5431,"title":"Supports for Goal Writing for students with Communication Systems","body":"Kate Ahern has posted on the QIAT (Quality Indicators of Assistive Technology Services www.QIAT.org) List information on how she writes goals for her students who have communication systems. Here is the passage from her posting on that list with a link to her website and an article at the end.\r\n--from the list--\r\n\"Well for the student I describe - using a PODD 15+ on an iPad as an emergent communicator (background age 12, Angelman Syndrome, in an ABA school doings symbol based choice making between jelly bean and gummy bear but using her talker at home to do much more) I would like her goals to be:\r\nLanguage Benchmark: Given her talker and decreasing verbal cues from baseline, S will combine a noun/verb or verb/noun to request (want drink), answer questions (she go) or describe (I like) 15 times per day with 75% independence\"\r\nOperational Goal:\r\nGiven her talker with a carry strap S will bring her talker with her when moving from room to room without cues 85% of the time. \r\nSocial Goal:\r\nGiven her talker and modeling by adults and peers, S will respond to common social questions in a logical/understandable manner in context at least 3x per day with 75% accuracy and independence. \r\nStrategic Benchmark:\r\nGiven visual cues, modeling and her talker, S will tell her communication partner when they do no understand her message in 50% of communication breakdowns. \r\nSelf-Advocacy:\r\nGiven her completed visual schedule and her talker, S will accurately retell at least two events from her day with 75% independence. \r\nYou can read more about how I write AAC goals here: http://teachinglearnerswithmultipleneeds.blogspot.com/2014/04/meaningful-and-evidence-based-goals.html?m=1\"\r\n\r\nFor more information on PODD and PODD training in the US and Canada\r\nwww.PODDUSA.com","userID":2018,"timestamp":"2015-04-08T14:54:44.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1970,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3184,"postID":5431,"userID":2023,"timestamp":"2015-04-09T10:00:15.083"}],"PostCollectionItems":[]},{"postID":5432,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5499,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5537,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5538,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5548,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913"},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627"}],"PostCollectionItems":[]},{"postID":5550,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5551,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5552,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5553,"title":"Using information from Communication Matrix in the Classroom","body":"Consider using the information that you know about your students from the communication matrix when organizing groups. They can be organized into small or large group activities with like communicators or with communicators that have a variety of skills that can provide models for one another. Here is a form that can be used to provide an overview of the information that you have from the matrix.\r\n\r\nOn the form students are listed, marked by major level of the matrix, their main modality of communication is listed and other identifiers. Having all of this information in a one place overview can be helpful for quick planning.","userID":2018,"timestamp":"2015-06-02T23:29:53.28","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":329,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5554,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187"},{"starID":4390,"postID":5556,"userID":3256,"timestamp":"2015-12-03T11:15:30.657"}],"PostCollectionItems":[]},{"postID":5557,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6577,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6578,"title":"AAC supports for teachers","body":"Miami-Dade County Public school system has shared a resource that they have created for their teachers. It is for everyone to know how to most effectively use AAC tools that are in their classrooms, as well as the strategies that support the development of communication. They describe it well to staff as \"No AAC device or picture communication system stands alone. Just as children need interaction and reinforcement from adults to learn to speak, they will need the same attention to learn to use AAC. It is helpful to think of learning to use AAC as learning a new language.\"\r\nStrategies are put into these major categories, that are lessons from research and best practices.\r\n1) Use the daily routine as a framework\r\n2) Use motivating messages\r\n3) Model use of AAC\r\n4) Give cues and wait time\r\n5) Practice the prompt hierarchy\r\n6) Build empowerment, initiative and ownership \r\n7) Provide feedback\r\n8) Sabotage\r\n9) Keep materials accessible\r\n10) Use symbol system\r\nThe full set of information can be found at this website: http://prekese.dadeschools.net/AdaptationStation/aac.html#model","userID":2018,"timestamp":"2015-06-19T22:07:10.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1631,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":266,"collectionID":121,"postID":6578,"quote":""}]},{"postID":6579,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6580,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6581,"title":"Commercial Tangible Systems","body":"Creating Tangible systems can be time consuming. Often teams are creating each item individually rather than thinking of each item/word as a message in a larger language system. There are several tangible or object systems that have a common structure to them that you may want to investigate.\r\nAdaptivation - Tangible Object Cards http://www.adaptivation.com/product_detail.php?ID=194\r\nAttainment Company now has a Tactile Talk Tool Kit for the GoTalk Now App http://www.attainmentcompany.com/tactiletalk-toolkit\r\nBritteny Asher Consulting has a system called the LORAC http://www.brittenyasherconsulting.com/products/shop/\r\nFrom the American Printing House for the Blind - 2 products: STACS: Standardized Tactile Augmentative Communication Symbols Kit & Tactile Connections Kit: Symbols for Communication http://shop.aph.org/webapp/wcs/stores/\r\nfrom the Texas School for the Blind & Visually Impaired, a free resource on creating and their system, a Tactile Symbols Directory. At their website they also have pictures of each symbol in the directory and a video explaining the system. http://www.tsbvi.edu/tactile-symbols#ACTIONS\r\nFor Displaying, Sorting & Mounting these objects, look to the velcro boards & displays from Augmentative Resources. They have many creative portable carrying cases and table top mounts for you to use to present these types of symbols for communication, a behavior chart or schedule display. http://www.augresources.com/\r\n\r\nFor more information on Tangible Symbol Systems, Design To Learn has books and a video describing Tangible symbols as two- and three-dimensional objects used as symbols by individuals who have difficulty understanding abstract symbols such as speech, manual sign language or other abstract symbols. These products describe instructional strategies appropriate for a broad range of learners of all ages who need a conceptually concrete symbol system. http://www.designtolearn.com/products/tangible_symbol_systems\r\n","userID":2018,"timestamp":"2015-06-19T23:26:17.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3098,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":302,"collectionID":137,"postID":6581,"quote":"Commercial Tangible/Object Symbol Systems can save time and add consistency"}]},{"postID":6582,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6583,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6584,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6740,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4281,"postID":6741,"userID":6428,"timestamp":"2015-10-05T09:26:40.287"},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857"},{"starID":4388,"postID":6741,"userID":5388,"timestamp":"2015-12-03T11:07:17.68"}],"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]},{"postID":6742,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6743,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6756,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6777,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6778,"title":"International AAC Month Campaign 2015 – October","body":"The Power of Connection – A voice for all . . . a voice of one’s choice . . .
learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}]}},{"collectionID":159,"name":"Family/School Collaboration with AAC implementation","description":"This collection discusses working with school teams when implementing AAC systems with students from the perspective of outside consultant and private AAC practitioner.","dateCreated":"2019-04-05T18:42:23.6","bio":"Mike Cole M.S. CCC-SLP is President of Use Your Words, P.C. established in 2010 specializing in augmentative and alternative communication. He provides services to individuals with complex communication needs and their families in the home, school, and community setting. Prior to this he served a variety of students in self- contained and inclusion school settings as assistive technology specialist in school a school district in Aurora, IL. In this position Mike provided consultation and training to staff, students, and families with specific emphasis in AAC evaluation and implementation. Additionally, consultation, training, and implementation guidance regarding assistive technology tools to allow access to curriculum including reading, writing, math, communication, and the physical environment was provided. Mike presents locally and nationally regarding topics related to AAC and assistive technology. Past presentation venues include ATIA, Infinitec, AAPPSPA, ISHA, and school districts. ","published":true,"userID":12086,"PostCollectionItems":[{"collectionItemID":428,"collectionID":159,"postID":24379,"quote":"","Post":{"postID":24379,"title":"Creating collaboration from the start...","body":"When implementing AAC tools with a client, it takes the whole village. As a result, there are a lot of different people who are involved in AAC implementation. With a variety of people comes a variety of experiences or backgrounds:
- Different knowledge bases and approaches (OT, PT, SLP, classroom teacher, psychologist, social worker, parents, paraprofessional, vision specialist, hearing specialist, BCBA or ABA therapists, and administrators and others)
- Different expectations of what AAC actually IS- Differing expectations of what success with AAC looks like
- Different opinions of what AAC tools should be used
- Different expectations due to cultural or social backgrounds
It is important to address these issues for successful implementation, but often, before that, I find the channels of communication need to first be opened. By it's very nature, the school setting and home setting are two different venues and as a result, the two do not often cross paths. There is plenty of opportunity for miscommunication and animosity to build due to this lack of contact and communication. Two key statements I hear that are good indications of breakdown are:
- (From the school perspective) \"The parents are not doing what we ask them at home.\" or, \"We have an AAC device, but the parents don't use it at home.\"
- (From the parent perspective) \"The school is not doing anything.\" or \"We are not even sure what is happening.\"
Often, my first question is, \"Have you e-mailed or called the school?\" or \"Have you e-mailed or called the family?\" The answer is usually, \"well no.\"
From there we can begin to open the lines of communication. Part of my role when implementing AAC is to begin the communication usually with an e-mail or phone call. I communicate to school staff and to families that my role is not to take sides, rather it is to open the lines of communication for more effective collaboration. I operate from the perspective that everyone wants to work for what is in the child's best interest.
There is a reason people go into education and there is a reason parents/caregivers become upset when they feel what is happening is not in the best interest of their child. Everyone's desire is to do what is best for the child. Unfortunately sometimes due to lack of communication, this can get lost.
Opening these lines of communication is an important first step to take to remove any animosity or stigma. I remind those I consult with that success is usually not due to lack of desire, rather it is due to lack of knowledge regarding how to actually implement and make progress with someone using an AAC tool.
Once we open communication, we can focus on what is needed for successful implementation including: knowledge required, goal setting, goal measurement, identifying trouble spots, and so on.
We have the beginning...
","userID":12086,"timestamp":"2019-04-05T19:25:50.087","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6017,"postID":24379,"userID":90526,"timestamp":"2019-04-10T19:36:51.29","User":{"userID":90526,"userName":"spch05","email":"lisa@saltillo.com","photo":null,"firstName":"Lisa","lastName":"Timm","city":"","stateID":"IA","bio":"","lastLogin":"2019-04-10T19:33:50.43","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:38:03.46","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":58190,"userID":90526,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":58191,"userID":90526,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]}},{"starID":6019,"postID":24379,"userID":90322,"timestamp":"2019-05-01T20:17:09.443","User":{"userID":90322,"userName":"KathyTaylor","email":"Kathy.Curran.Taylor@outlook.com","photo":"/Uploads/photo_90322.jpg","firstName":"Kathy","lastName":"Taylor","city":"Moosic","stateID":"PA","bio":"Deaf & HOH Communication Specialist, Independent Contractor, through ODP Lackawanna County/St. Joseph's Center;Visual Gestural Communication Certificate ; SLPI Advanced ASL & Sister of Deaf Adult; Advocate for ID Deaf Rights and mandates of Harry M Settlement for Effective Communication Services. Prior Deaf Services Coordinator for ID-Deaf through an ODP Provider Agency. Additionally, I am a Certified PA Educator, PreK-4th and substitute daily. I am a prior Freelance Interpreter for the Deaf, after having completed an Interpreter Training Program. I teach Beginner Sign Language I and II, for both children and adults. During graduate studies, I worked with children ages 2-8 who recently received Cochlear Implants, to assist in their Language Development, and am presently seeking Interpreter certification through Alternative Pathways with RID. ","lastLogin":"2019-04-08T19:12:09.213","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"Kathy Taylor","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-01T23:17:25.227","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":68578,"userID":90322,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":68579,"userID":90322,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}},{"userTypeLookupID":68580,"userID":90322,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]}}],"User":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":429,"collectionID":159,"postID":24380,"quote":"Difficulty with implementation is typically due to lack of knowledge or a feeling of being overwhelmed rather than lack of will.","Post":{"postID":24380,"title":"Information typically needed to help parents and school personnel get started...","body":"When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed.
1. Feature Matching
2. Explanation of Core Vocabulary vs. Fringe Vocabulary
3. Tour of the communication tool layout
4. Aided Language Stimulation/ Partner Augmented Input / Focused Language Stimulation
5. Least to most prompting
6. Typical Language Development and How it Applies to AAC
When assisting with AAC implementation with family and school teams, opinions can develop quickly.
1. \"He likes/doesn't like the device.\"
2. \"This device is too hard for her.\"
3. \"She is using it well.\"
4. \"He isn't using it.\"
I call these the, \"I feel...\" type statements, representing how people feel the user is or is not doing with the communication tool. The issue with these statements is that these are opinion based responses without a lot of evidence to back them up. Additionally, opinions differ with different perspectives. One person may determine the child is using the communication tool a lot and the another person may say they are not using it at all. Here is where things can go downhill pretty quickly.
My aim during collaboration is to provide a solid data driven approach to decision making. \"I feel...\" types of statements tend to be more of a result of how the adult feels about the communication device rather than how the child using it actually feels. I try to take the, \"I feel...\" types of comments out and move individuals more toward numbers and levels.
To do this, I encourage and train parents and teams on collection of language samples and prompting levels on the communication tool. Then we have more concrete information to work from and make decisions. This turns the above statements into something more like...
1. He learned two new words on his communication tool and now uses those at an independent level.
2. She uses the communication book during snack and at home with her toys.
3. She can navigate pages in her communication device to get to the word.
4. His level of prompting needed for the word, \"go,\" decreased from point prompting to indirect cuing.
5. He can navigate this part of his communication device effectively, but cannot navigate to words in another section of his communication device. We may need to look at the organizational method.
6. We always have to prompt hand over hand for every trial to access the communication tool. Maybe we should look at another method of access or see what can be done to make it more accessible.
From these types of statements, better decisions can be made about whether something is working for the child or not. Better goals can be created and tracked from this information as well.
Moving from, \"I feel...\" types of statements into solid data provides a more shared perspective to move the process forward.
","userID":12086,"timestamp":"2019-04-12T02:56:41.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1302,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]}}}],"User":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[],"Posts":[{"postID":8273,"title":"Welcome!","body":"The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3 What successful ways have you found to collaborate?
4. Are there unique situations where some creative
solutions have had to be used that you can share?
5. How has collaboration affected progress of your
clients?
The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3. What successful ways have you found to collaborate?
4. Are there unique situations where some creative solutions have had to be used that you can share?
5. How has collaboration affected progress of your clients?
http://oureverydaylife.com/parental-involvement-ch...
","userID":12086,"timestamp":"2016-06-13T18:15:05.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2003,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5581,"postID":8276,"userID":9043,"timestamp":"2016-06-14T15:14:11.663"}],"PostCollectionItems":[{"collectionItemID":66,"collectionID":54,"postID":8276,"quote":"Research supporting parental involvement in therapy sessions. "}]},{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5582,"postID":8280,"userID":1015,"timestamp":"2016-06-15T18:59:56.713"},{"starID":5584,"postID":8280,"userID":9043,"timestamp":"2016-06-17T15:52:57.327"},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977"}],"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]},{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5583,"postID":8281,"userID":9043,"timestamp":"2016-06-17T15:52:54.203"},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827"}],"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]},{"postID":24379,"title":"Creating collaboration from the start...","body":"When implementing AAC tools with a client, it takes the whole village. As a result, there are a lot of different people who are involved in AAC implementation. With a variety of people comes a variety of experiences or backgrounds:
- Different knowledge bases and approaches (OT, PT, SLP, classroom teacher, psychologist, social worker, parents, paraprofessional, vision specialist, hearing specialist, BCBA or ABA therapists, and administrators and others)
- Different expectations of what AAC actually IS- Differing expectations of what success with AAC looks like
- Different opinions of what AAC tools should be used
- Different expectations due to cultural or social backgrounds
It is important to address these issues for successful implementation, but often, before that, I find the channels of communication need to first be opened. By it's very nature, the school setting and home setting are two different venues and as a result, the two do not often cross paths. There is plenty of opportunity for miscommunication and animosity to build due to this lack of contact and communication. Two key statements I hear that are good indications of breakdown are:
- (From the school perspective) \"The parents are not doing what we ask them at home.\" or, \"We have an AAC device, but the parents don't use it at home.\"
- (From the parent perspective) \"The school is not doing anything.\" or \"We are not even sure what is happening.\"
Often, my first question is, \"Have you e-mailed or called the school?\" or \"Have you e-mailed or called the family?\" The answer is usually, \"well no.\"
From there we can begin to open the lines of communication. Part of my role when implementing AAC is to begin the communication usually with an e-mail or phone call. I communicate to school staff and to families that my role is not to take sides, rather it is to open the lines of communication for more effective collaboration. I operate from the perspective that everyone wants to work for what is in the child's best interest.
There is a reason people go into education and there is a reason parents/caregivers become upset when they feel what is happening is not in the best interest of their child. Everyone's desire is to do what is best for the child. Unfortunately sometimes due to lack of communication, this can get lost.
Opening these lines of communication is an important first step to take to remove any animosity or stigma. I remind those I consult with that success is usually not due to lack of desire, rather it is due to lack of knowledge regarding how to actually implement and make progress with someone using an AAC tool.
Once we open communication, we can focus on what is needed for successful implementation including: knowledge required, goal setting, goal measurement, identifying trouble spots, and so on.
We have the beginning...
","userID":12086,"timestamp":"2019-04-05T19:25:50.087","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6017,"postID":24379,"userID":90526,"timestamp":"2019-04-10T19:36:51.29"},{"starID":6019,"postID":24379,"userID":90322,"timestamp":"2019-05-01T20:17:09.443"}],"PostCollectionItems":[{"collectionItemID":427,"collectionID":54,"postID":24379,"quote":"Poor implementation is typically a result of lack of knowledge rather than lack of will. "},{"collectionItemID":428,"collectionID":159,"postID":24379,"quote":""}]},{"postID":24380,"title":"Information typically needed to help parents and school personnel get started...","body":"When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed.
1. Feature Matching
2. Explanation of Core Vocabulary vs. Fringe Vocabulary
3. Tour of the communication tool layout
4. Aided Language Stimulation/ Partner Augmented Input / Focused Language Stimulation
5. Least to most prompting
6. Typical Language Development and How it Applies to AAC
When assisting with AAC implementation with family and school teams, opinions can develop quickly.
1. \"He likes/doesn't like the device.\"
2. \"This device is too hard for her.\"
3. \"She is using it well.\"
4. \"He isn't using it.\"
I call these the, \"I feel...\" type statements, representing how people feel the user is or is not doing with the communication tool. The issue with these statements is that these are opinion based responses without a lot of evidence to back them up. Additionally, opinions differ with different perspectives. One person may determine the child is using the communication tool a lot and the another person may say they are not using it at all. Here is where things can go downhill pretty quickly.
My aim during collaboration is to provide a solid data driven approach to decision making. \"I feel...\" types of statements tend to be more of a result of how the adult feels about the communication device rather than how the child using it actually feels. I try to take the, \"I feel...\" types of comments out and move individuals more toward numbers and levels.
To do this, I encourage and train parents and teams on collection of language samples and prompting levels on the communication tool. Then we have more concrete information to work from and make decisions. This turns the above statements into something more like...
1. He learned two new words on his communication tool and now uses those at an independent level.
2. She uses the communication book during snack and at home with her toys.
3. She can navigate pages in her communication device to get to the word.
4. His level of prompting needed for the word, \"go,\" decreased from point prompting to indirect cuing.
5. He can navigate this part of his communication device effectively, but cannot navigate to words in another section of his communication device. We may need to look at the organizational method.
6. We always have to prompt hand over hand for every trial to access the communication tool. Maybe we should look at another method of access or see what can be done to make it more accessible.
From these types of statements, better decisions can be made about whether something is working for the child or not. Better goals can be created and tracked from this information as well.
Moving from, \"I feel...\" types of statements into solid data provides a more shared perspective to move the process forward.
","userID":12086,"timestamp":"2019-04-12T02:56:41.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1302,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":430,"collectionID":159,"postID":24381,"quote":"Changing opinion statements to data driven statements leads to better decisions, outcomes, and goals."}]}],"Posts1":[{"postID":8273,"title":"Welcome!","body":"The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3 What successful ways have you found to collaborate?
4. Are there unique situations where some creative
solutions have had to be used that you can share?
5. How has collaboration affected progress of your
clients?
The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3. What successful ways have you found to collaborate?
4. Are there unique situations where some creative solutions have had to be used that you can share?
5. How has collaboration affected progress of your clients?
http://oureverydaylife.com/parental-involvement-ch...
","userID":12086,"timestamp":"2016-06-13T18:15:05.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2003,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5581,"postID":8276,"userID":9043,"timestamp":"2016-06-14T15:14:11.663"}],"PostCollectionItems":[{"collectionItemID":66,"collectionID":54,"postID":8276,"quote":"Research supporting parental involvement in therapy sessions. "}]},{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5582,"postID":8280,"userID":1015,"timestamp":"2016-06-15T18:59:56.713"},{"starID":5584,"postID":8280,"userID":9043,"timestamp":"2016-06-17T15:52:57.327"},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977"}],"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]},{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5583,"postID":8281,"userID":9043,"timestamp":"2016-06-17T15:52:54.203"},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827"}],"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]},{"postID":24379,"title":"Creating collaboration from the start...","body":"When implementing AAC tools with a client, it takes the whole village. As a result, there are a lot of different people who are involved in AAC implementation. With a variety of people comes a variety of experiences or backgrounds:
- Different knowledge bases and approaches (OT, PT, SLP, classroom teacher, psychologist, social worker, parents, paraprofessional, vision specialist, hearing specialist, BCBA or ABA therapists, and administrators and others)
- Different expectations of what AAC actually IS- Differing expectations of what success with AAC looks like
- Different opinions of what AAC tools should be used
- Different expectations due to cultural or social backgrounds
It is important to address these issues for successful implementation, but often, before that, I find the channels of communication need to first be opened. By it's very nature, the school setting and home setting are two different venues and as a result, the two do not often cross paths. There is plenty of opportunity for miscommunication and animosity to build due to this lack of contact and communication. Two key statements I hear that are good indications of breakdown are:
- (From the school perspective) \"The parents are not doing what we ask them at home.\" or, \"We have an AAC device, but the parents don't use it at home.\"
- (From the parent perspective) \"The school is not doing anything.\" or \"We are not even sure what is happening.\"
Often, my first question is, \"Have you e-mailed or called the school?\" or \"Have you e-mailed or called the family?\" The answer is usually, \"well no.\"
From there we can begin to open the lines of communication. Part of my role when implementing AAC is to begin the communication usually with an e-mail or phone call. I communicate to school staff and to families that my role is not to take sides, rather it is to open the lines of communication for more effective collaboration. I operate from the perspective that everyone wants to work for what is in the child's best interest.
There is a reason people go into education and there is a reason parents/caregivers become upset when they feel what is happening is not in the best interest of their child. Everyone's desire is to do what is best for the child. Unfortunately sometimes due to lack of communication, this can get lost.
Opening these lines of communication is an important first step to take to remove any animosity or stigma. I remind those I consult with that success is usually not due to lack of desire, rather it is due to lack of knowledge regarding how to actually implement and make progress with someone using an AAC tool.
Once we open communication, we can focus on what is needed for successful implementation including: knowledge required, goal setting, goal measurement, identifying trouble spots, and so on.
We have the beginning...
","userID":12086,"timestamp":"2019-04-05T19:25:50.087","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6017,"postID":24379,"userID":90526,"timestamp":"2019-04-10T19:36:51.29"},{"starID":6019,"postID":24379,"userID":90322,"timestamp":"2019-05-01T20:17:09.443"}],"PostCollectionItems":[{"collectionItemID":427,"collectionID":54,"postID":24379,"quote":"Poor implementation is typically a result of lack of knowledge rather than lack of will. "},{"collectionItemID":428,"collectionID":159,"postID":24379,"quote":""}]},{"postID":24380,"title":"Information typically needed to help parents and school personnel get started...","body":"When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed.
1. Feature Matching
2. Explanation of Core Vocabulary vs. Fringe Vocabulary
3. Tour of the communication tool layout
4. Aided Language Stimulation/ Partner Augmented Input / Focused Language Stimulation
5. Least to most prompting
6. Typical Language Development and How it Applies to AAC
When assisting with AAC implementation with family and school teams, opinions can develop quickly.
1. \"He likes/doesn't like the device.\"
2. \"This device is too hard for her.\"
3. \"She is using it well.\"
4. \"He isn't using it.\"
I call these the, \"I feel...\" type statements, representing how people feel the user is or is not doing with the communication tool. The issue with these statements is that these are opinion based responses without a lot of evidence to back them up. Additionally, opinions differ with different perspectives. One person may determine the child is using the communication tool a lot and the another person may say they are not using it at all. Here is where things can go downhill pretty quickly.
My aim during collaboration is to provide a solid data driven approach to decision making. \"I feel...\" types of statements tend to be more of a result of how the adult feels about the communication device rather than how the child using it actually feels. I try to take the, \"I feel...\" types of comments out and move individuals more toward numbers and levels.
To do this, I encourage and train parents and teams on collection of language samples and prompting levels on the communication tool. Then we have more concrete information to work from and make decisions. This turns the above statements into something more like...
1. He learned two new words on his communication tool and now uses those at an independent level.
2. She uses the communication book during snack and at home with her toys.
3. She can navigate pages in her communication device to get to the word.
4. His level of prompting needed for the word, \"go,\" decreased from point prompting to indirect cuing.
5. He can navigate this part of his communication device effectively, but cannot navigate to words in another section of his communication device. We may need to look at the organizational method.
6. We always have to prompt hand over hand for every trial to access the communication tool. Maybe we should look at another method of access or see what can be done to make it more accessible.
From these types of statements, better decisions can be made about whether something is working for the child or not. Better goals can be created and tracked from this information as well.
Moving from, \"I feel...\" types of statements into solid data provides a more shared perspective to move the process forward.
","userID":12086,"timestamp":"2019-04-12T02:56:41.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1302,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":430,"collectionID":159,"postID":24381,"quote":"Changing opinion statements to data driven statements leads to better decisions, outcomes, and goals."}]}]}},{"collectionID":158,"name":"DIY Low Tech Communication Systems ","description":"The importance of including low tech communication supports as an aided strategy for AAC users is paramount. The goal of this collection is to share information from a variety of sources on creating low tech communication systems. ","dateCreated":"2018-12-03T14:23:30.607","bio":null,"published":true,"userID":46861,"PostCollectionItems":[{"collectionItemID":419,"collectionID":158,"postID":22730,"quote":"The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.","Post":{"postID":22730,"title":"DIY Low Tech AAC: Introduction to this collection","body":"Creating a communication system for a patient, client, or family member that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding experiences that one can have. Augmentative and Alternative Communication (AAC) as a field is driven by individuals with the mission of empowering, supporting, and advocating for people with complex communication needs. This is no easy task and many responsibilities can fall on a busy clinician, family member, or care provider and the responsibility of such can be overwhelming. Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situation including both aided (high tech, mid tech, low tech systems) and unaided (i.e. individual's own body language) forms of communication when possible.
\n\nThe importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about making low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with information from their own experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:19:06.793","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. She is a research associate at the REKNEW lab and has research interests in designing augmentative and alternative communication supports especially in the area of brain computer interface. She also works at a clinician at the child development and rehabilitation center at OHSU and serves on the Go Baby Go Oregon committee with the goal of integrating early AAC supports with early mobility aids. ","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. She is a research associate at the REKNEW lab and has research interests in designing augmentative and alternative communication supports especially in the area of brain computer interface. She also works at a clinician at the child development and rehabilitation center at OHSU and serves on the Go Baby Go Oregon committee with the goal of integrating early AAC supports with early mobility aids. ","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":421,"collectionID":158,"postID":22759,"quote":"The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. This guide is intended to help with this DIY process. Leave comments with additional suggestions! ","Post":{"postID":22759,"title":"DIY Tangible object symbols","body":"The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. 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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":422,"collectionID":158,"postID":22901,"quote":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!","Post":{"postID":22901,"title":"These are a few of my favorite things! All the things you need for DIY low tech!","body":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
\nPipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
\nMatte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
\nSoft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
\nAprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
\nBinders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
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","lastLogin":"2015-03-09T11:22:06.643","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Child Development and Rehabilitation Center","organization2":"Oregon Health and Science University","staff":false,"emailer":"never","lastEmailSent":"2016-06-13T23:02:00.883","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":171293,"userID":3203,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. 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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":423,"collectionID":158,"postID":22905,"quote":"The low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. ","Post":{"postID":22905,"title":"DIY CVI-adapted low tech picture symbol book","body":"There are many considerations when designing a low tech communication for individuals with cortical visual impairment. A previous collection by Kayley McDonald, OT, Denee Kroeger OT, and myself outlined some strategies and AAC modifications to support individuals with cortical visual impairment: clinical practice application cvi
\nThe low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. For those unfamiliar with this strategy and would like more information, please see more information at the following link: Praactical AAC PAAVS tutorial
\nThis is fairly straight-forward to make in Boardmaker and can be modified need be. I've included pictures of some I've made for patients as a reference. Comment below with questions or suggestions!
The pictures below also highlight the difference between Matte and regular lamination sheets. The Matte lamination reduces reflection of light supporting visual attention. Use it when it is available to you!
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
1. Low tech systems of custom page sets in AAC applications: Many AAC users utilize custom page sets made in applications such as Sounding Board or Go Talk Now on an iPad. You could make a low tech back up by completing the following steps.
- Take a screenshot of each page
- Print out pages
- Laminate
- If it is a dynamic page set, create tabs for navigation.
- Use air-craft cable rings, zip ties, or binder rings to secure pages together
2. Pre-programmed page sets: Pre-programmed page sets from major dedicated device companies (Tobii, Saltillo, etc) have editors for PCs to customize programming. This is sometimes the easiest way to both customize page sets for speech generating devices and print pages for a low tech book. The chat editors are generally free (you may need license to print) to experiment with. If you are learning a new language system this is also a good first step before modeling on device. The other benefit of using a chat editor includes having a saved copy (back up) in a location other than the device (PSA: always back up! So sad when custom programming is lost).
\nPlease see links below:
\nSaltillo: Edit vocabulary using Chat Editor (OS: Windows) and make low tech back up. how to install chat editor
PRC: Edit vocabulary using PRC Application Support Software (PASS) software. how to install PASS software
\nTobii: Edit using Communicator 5. You need a license but can use a PC version (not on individual's device) to edit vocabulary.
3. \"Double duty\" page sets: Some brilliant clinicians (shout out: Alycia Berg CCC-SLP at Boston Children’s Hospital) have taught me the strategy of creating custom page sets the can also easily transition to low tech versions. For example, using a check board configuration in communicator 5 and leaving middle buttons void of programming in a checkerboard configuration can create a way to also easily print a low tech eye gaze book. Designing custom page sets with both in mind may be useful to tackle both.
As always, if anyone has thoughts or other suggestions - comment below!
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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. 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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24","Post":{"postID":22759,"title":"DIY Tangible object symbols","body":"The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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References
Chauhan, R. (2012). Cortical visual impairment : A review. Indian Journal of Physiotherapy & Occupational Therapy, 6(1), 116-118.
Edmond, J. C., & Foroozan, R. (2006). Cortical visual impairment in children. Current Opinion in Ophthalmology, 17(6), 509-512. doi:10.1097/ICU.0b013e3280107bc5
\nLam, C., Lovett, F., & Dutton, G. N. (2010). Cerebral visual impairment in children: A longitudinal case study of functional outcomes beyond the visual acuities. Journal of Visual Impairment & Blindness, 104(10), 625-635.
","userID":46861,"timestamp":"2018-05-07T19:31:13.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1686,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5923,"postID":15597,"userID":61571,"timestamp":"2018-05-08T15:01:30.283"},{"starID":5924,"postID":15597,"userID":3203,"timestamp":"2018-05-14T20:23:48.723"}],"PostCollectionItems":[{"collectionItemID":333,"collectionID":140,"postID":15597,"quote":"This post is an informational overview of cortical visual impairment and provides parents and providers with a PDF handout on key red flags, behaviors, and strategies to best support children with this visual impairment. (Post by Kayley McDonald) "}]},{"postID":15599,"title":"“Picture” of CVI Experience","body":"Children with cortical visual impairment (CVI) often have multiple challenges with language and/or motor skills, therefore it is challenging for parents and healthcare professionals to get an idea of what they can and cannot see. Children with CVI have brain damage to their visual processing areas that help them understand what they are seeing and focus in on the relevant visual information, which can cause a variety of challenges using vision. The Optometric Extension Program Foundation has a picture titled “What is it? Vision is More Than 20/20 eyesight” that provides insight into some of the visual challenges that children with CVI may be experiencing. Children with CVI are being encouraged to try to “look” at things and figure out what it is they are suppose to be looking at in the midst of trying to sift through the abundance of sensory information they are receiving (visual, tactile, auditory, smell, etc.).
\nCortical Visual Impairment Activity
\nCan you figure out what it is you’re trying to find in the picture? Can you find the main object in the picture? Try turning it around, look from other angles, turn your head side to side… You are searching through your mental catalogue of pictures that you have stored over your lifetime trying to identify what features in the picture are similar anything you’ve seen. Are you becoming frustrated because it is taking a long time to figure out what it is you are supposed to be looking for?
\nYour brain is working overtime as you try to put your finger on what you're supposed to be looking at or for... Consider how much more challenging and frustrating it might be for a child with CVI trying to process visual information especially when they are often overwhelmed by other sensory inputs such as: being touched or handled or positioned, smells of food or perfume, people talking to them and around them, frequent seizures, and being in a bright, colorful room. Often children with CVI choose to simply close their eyes or stare blankly into space in an effort to shut down the only sensory system they have control over because they are overwhelmed.
\nRead the next post to figure out what the image was in the picture that you were trying to find and learn more about characteristics of CVI.
","userID":46861,"timestamp":"2018-05-08T15:56:38.72","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5921,"postID":15599,"userID":61571,"timestamp":"2018-05-08T14:56:13.377"},{"starID":5925,"postID":15599,"userID":3203,"timestamp":"2018-05-14T20:24:20.63"}],"PostCollectionItems":[{"collectionItemID":337,"collectionID":140,"postID":15599,"quote":"Were you able to identify the object in the picture? Here is the answer to the hidden picture activity. Read the post to find out what you were supposed to be looking for in the picture and the explanation of what it might be like to try looking at things as a child with CVI. (Post by Kayley McDonald)"}]},{"postID":15603,"title":"\"Picture\" of CVI - Answer to Picture Puzzle! ","body":"Did you figure it out? Did you get desperate and Google it? Once it was highlighted like the image attached were you able to immediately recognize the familiar object in the picture? It is bizarre to think that you've seen that animal so many times, yet were unable to recognize a picture of one when it was presented in a complex form without anything to help you identify it.
\nCortical Visual Impairment (CVI) Characteristic Considerations
\nWhen the picture is oriented correctly and highlighted with a bright color are you able to find the hidden object that you’re looking for? This activity is meant to give you an idea of what it might be like to face visual processing challenges similar to a child with cortical visual impairment. Everyday children are being asked to find things or look when they are overwhelmed with information and are not sure what they are trying to look at because they have never seen that object before. By considering different factors that children with CVI are faced with gives parents and healthcare providers ideas of how to support their functional use of vision.
\nKey characteristics children with cortical visual impairment have include:
\nLatency - did it take you a long time to try and find the object? Did you become frustrated with how long it was taking?
\nComplexity - was it loud around you making it harder to focus? Were you in an uncomfortable position? Did you find the picture visually complicated?
\nNovelty - now that you have been shown where the cow is in the picture, you will find it much easier to find it next time because it is no longer “novel.”
\nDistance - did you hold it closer or further from your face when you were trying to find the object in the picture?
\nAfter this activity it will hopefully give you a mini and simulated experience of recognizing the support you can give a child with CVI when working with them. Allowing them enough time, being quiet, explaining and highlighting some of the key characteristics of what makes a cow a cow (big nose, wide eyes, pointy ears, etc.), it will encourage the child to use their vision and better learn what they are seeing. Now if you go back to the first post and try and find the cow in the picture, I bet you will be able to find it immediately! It is now in your visual catalogue and much faster and easier for you to identify. This is similar to children with CVI, once they have learned how to see an object, it becomes much faster and easier for them to identify it. However, it is still important to provide them with environmental and positional supports to set them up for success and encourage them to use their vision, as it takes time and regular practice to re-train the brain to process visual information.
","userID":46861,"timestamp":"2018-05-08T15:56:17.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5922,"postID":15603,"userID":61571,"timestamp":"2018-05-08T15:00:20.72"}],"PostCollectionItems":[{"collectionItemID":338,"collectionID":140,"postID":15603,"quote":"Here is the answer to the picture puzzle! Were you able to figure out what you were supposed to be looking at? Read the post to learn more about characteristics and challenges that children with CVI face when trying to understand the world around them using vision. "}]},{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313"}],"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]},{"postID":15817,"title":"Modifications for AAC","body":"Post by Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
As we discussed in our previous Communication Collection (CVI 101 and also 102… https://communicationmatrix.or... ), more patients with complex communication needs have been identified as having vision difficulties such as Cortical Visual Impairment (CVI). It can be difficult at times to know how to best support these visual needs in an AAC system given that so many systems incorporate the use of symbols whether that be a picture, photograph, visual scene display or written word. To make a language system as expansive as possible a number of symbols are often required to accommodate all possible communication needs and purposes, which can make displays often too complex for a child with vision difficulties.
There are several important supports and cues that may help support a client with CVI and that can be incorporated into an AAC system:
Highlighting with color preferences: Children with CVI see yellow and red better than other colors, these colors can often be an important cue (highlight outline of picture) for visual attention.
Using high contrast pictures/backgrounds/layouts: Increasing contrast of the background and pictures themselves supports vision - example of high contrast would be using a black background with bright colored object.
Reducing visual complexity: The complexity of a visual scene is often very difficult for individuals with CVI. Decreasing the complexity of the scene rather than magnification is often found to be an important support for visual attention. Ways to consider modifying the environment might be using the dark booth to get rid of visual distractions in the room and simplify AAC by using less picture symbols on the screen at one time.
Light cues for visual attention: Children with CVI attend better to light sources, which might include spotlighting picture symbols or backlighting on an iPad.
Movement cues for visual attention: Children with CVI see things better that are in motion.
This week a post will be created that outlines the ways SLPs and OTs have addressed visual access with clients with CVI using the supportive characteristic listed above. Please refer to those posts for further explanation and examples.
CVI has many different stages and levels (see post by Kayley McDonald OTD candidate, from previous collection: https://communicationmatrix.or... ) and children with CVI have very different visual skills and need very different visual supports. As always, it is important to trial these supports with your clients to determine if this is a good support for them and collaborate with the child’s Teacher for the Visually Impaired (TVI).
A link is attached with a great youtube video on CVI adaptations specific for AAC by Perkins School for the Blind is also included as a resource: https://www.youtube.com/watch?v=GE23MGY87PQ&t=7s
","userID":46861,"timestamp":"2018-05-14T21:23:32.803","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5926,"postID":15817,"userID":61571,"timestamp":"2018-05-14T21:56:44.053"},{"starID":5929,"postID":15817,"userID":3203,"timestamp":"2018-05-15T02:20:38.187"}],"PostCollectionItems":[{"collectionItemID":339,"collectionID":141,"postID":15817,"quote":"General strategies for modifying AAC or the environment to best support kids with CVI"}]},{"postID":15818,"title":"The Power of Highlighting ","body":"by Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more supportive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention:
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as the highlighting color. Sparkly highlighters are even better to capture attention! Note: important to have black background and black handle to not distract for subject of visual attention.
Highlighting on Devices: You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. This can usually be found under scanning settings in device settings. Please see picture of how highlighting can be used for visual scene displays (see attached)
","userID":46861,"timestamp":"2018-05-14T22:08:49.65","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":17,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":15819,"title":"The Power of Highlighting ","body":"Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more universally attractive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention. Note: important to have black background and black handle to not distract for subject of visual attention.
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as highlighting color. Sparkly highlighters is even better to capture attention!
![](\"https://lh4.googleusercontent.com/3v1rUH4tlb19ax7IfS9gD2DXkbYzhzDZKM0f-W-LQ4HviwINAw27qXWjjBvxlymXaI1j_Ax8YK-lGgTLozDoDeW6zSDY8TR3DSBGzk6-nsGocgvDVKcJ6tDCj0fdt-leuNRBY5Hd\")
![](\"https://lh3.googleusercontent.com/_pvRtHoqKb051CED73XW-PDGDmaqvthchXuvBrMjsdUo7Kvq8aoQjQS93ttpfHKrbYgDjFdeDxvZvos0Fqn9pLJoMbbRVqCOTCR7xOkhcXIuLQuTQebeBMsI2P6AcVnsIb3AkgbP\")
You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. Several popular devices/apps are included with directions on how to turn on this feature. Please see picture of how highlighting can be used for visual scene displays.
![](\"https://lh6.googleusercontent.com/Js7YQ6WmBIz_rRg_55DkRKz6XsD-HjzwPulIMxmgt44B3kAcoQknv1IXDdHVhZ2JFmu66zWlej7nWdjoEczB_eohmSPmZuM-fPFFIs57ypJtqk9sV0r87Qs4lfgxDU1IQ9k2TsfZ\")
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By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
The impact and importance of using high contrast for visual attention and object identification is an important feature to consider when working with kids with CVI. By having a simple, black background with a bright symbol or object in the center, it eliminates the visual clutter or complexity and allows the child to visually focus on the main object or symbol. High contrast attracts the visual attention of a child with CVI without visual information competing for their attention.
Apps on the iPad are useful ways to utilize the strategy of high contrast when supporting the functional use of vision for children with CVI to learn how to interact with and access devices, while sustaining their visual attention. There are Apps that are best for children with CVI because they provide support of high contrast and these Apps can be used as a preparatory method for AAC, as well as working on fine-motor control.
Links to blog posts with CVI App suggestions with high contrast Apps for kids with CVI:
http://www.wonderbaby.org/articles/cvi-apps
http://littlebearsees.org/2012/07/13/favorite-apps-for-children-with-cvi/
http://babieswithipads.blogspot.com/2012/01/my-10-favorite-apps-for-children-with.html
The following image is an easy strategy to present symbols of the real image on a high contrast background. It is a black velcro wedge - it is useful to use with velcro on back of images and store images on the back, while presenting a single image to the child on the front.
![](\"https://lh6.googleusercontent.com/UX_7vkxAq14rmeqaszB7XMDFOUm4vIiqYAHdP5YREdB_FsqFursyTEmb52okgiUiN8bSdc2bkF7ozl26IdxNYUs4_HfpFSZPfbNzoVGUvffq9IvLHL-ULaUMs2bug0ajqPXysv33\")
The following image is an example of using a high contrast symbol sets using the high contrast strategy (Boardmaker). UNC Project Core have some available low tech books with high contrast symbols on their website if you’re looking for a resource: http://www.project-core.com/4-square/
\n\n![](\"https://lh6.googleusercontent.com/2FYk-Rv5suZpjr2mZotylpys24-tEMeAQwwgVEXa3IxLebcYHlnEVu-ehdU5ZWCQmSfK-ASWSofzoP1ZmStbnTVanyS-KeCaRVS_fPwVgbDIEF0UisOCK94gm6GkmXWriVSpMyEX\")
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
Have you ever looked at an Eye-Spy book and found yourself overwhelmed by the visual array and colorful objects when searching for the object? What about visually searching for Waldo in a Where’s Waldo book? Those are both examples of visual complexity, which is essentially what a child with CVI faces in environments that are full of colors, pictures, people, noises, and smells, all of which are competing for their attention. Because vision is not the dominant sense, children with CVI tend to rely on their other senses that are stronger and easier to use (hearing, touch, etc.).
There are three main components to complexity - auditory, visual, and positional.
Be aware of keeping the noise/talking down in the room, ensuring that the child is placed in a comfortable and accessible position, and there is not a lot of clutter in the room that is competing for their visual attention.
A useful strategy to adapt the complexity or visual clutter in the environment is by using a dark booth. By positioning the child so the are facing the inside of the dark booth with their body inside (shoulder just inside the booth to eliminate complexity in their peripheral visual fields), it allows for focused visual attention working on AAC and other activities on the iPad to promote visual attention. As children’s vision begins to progress, gradually complexity in the environment can be added in to progress their functional use vision in typical environments without requiring as much support. Be aware that a child with CVI may revert back to lower functioning visual behaviors (ex: looking at lights or staring out bright windows), when they become visually overwhelmed, tired, or are being overloaded by other sensory systems (tactile, auditory, smell, visual).
Another useful AAC adaptation strategy is to use low tech options such as symbols in a fiand be aware of having a field of one or two objects to ensure the child is not experiencing too much visual complexity and can visually attend to the one or two objects. It is important to note that traditional presentations of holding up symbols (objects, symbols) in left and right visual fields is likely not supportive for most children with CVI and it may be better to create a communication system where symbols are presented one at a time and accessed via partner assisted auditory visual scanning. An example of a one symbol communication book at a time is included for reference in Director of Boston Children’s Hospital Augmentative Communication Program John Costello CCC-SLP (refer to page 13 of the pdf). This is another amazing resource for clinicians and is available at the following website: http://www.childrenshospital.org/clinicalservices/Site2016/Documents/cviNorwayhandout.pdf
Modifying Environment: Dark booth - see PDF attached for DIY instructions made by student from Horizon High School.
![](\"https://lh5.googleusercontent.com/aToc72NyRJQ_zbYLvpIS7z3OhIufVWoJeRPlAMsVqD8cUxPukUZNnbghL-4JLjGaBHZri0uTiMfK4sA6ZKbFWwmPAEOjV6EfU7ZzCOpGlEUQfQ--p2jIxKZL5LTI8yuaUUlYmG9e\")
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Post by Kayley McDonald, OTD Doctoral Candidate
A key characteristic of children with cortical visual impairment (CVI), especially in the early phases, is the need or draw toward light. Being aware of this quality allows parents and those working with children with CVI to adapt the activities by using more light and lighted objects. As was mentioned in a previous post about the power of highlighting, this is a similar concept - providing ample opportunity to encourage children to look and increase their visual attention. It is common for teachers for the visually impaired to work with children with CVI using a light box, which can be purchased through different companies, but even just the mini light box from AFB.org is $135.
Light Box Instructions
Another option instead of purchasing a lightbox or being dependent on borrowing the lightbox provided by early intervention services you can make your own lightbox for much less! Attached is a PDF of the instructions on the materials and how-to make your own lightbox at home. There is also a helpful blog that provides more instructions on how to make the lightbox, as well as activity ideas to play with your child using the lightbox. The intent of the lightbox is to assist your child in looking consistently at targets using the light as a feature that attracts their attention and promotes their ability to visually see simple, colorful objects placed on it. If you have other children, the lightbox is also a fun activity for your other child to partner play with them and is really a fun activity for all children regardless of visual abilities! Just be aware that it is still important to keep talking and noise down, because any extra noise or talking in the room will distract your child and limit their ability to visually focus on the lightbox activities.
When using the lightbox it is helpful to describe salient features of the items - such as stating that a cat has two pointy ears, whiskers, and two big eyes - teaching your child the characteristics or qualities that make each thing unique.
Spotlighting is another way to incorporate the characteristic of light - using a bright, LED flashlight (recommended to be at least 350 lumens) to spotlight objects or symbols to draw your child's visual attention to them by using light!
![](\"https://lh4.googleusercontent.com/ZbJ-jP_ItDOZwIdTAsy_0FKElY2fB6gYnEEUhk6Rj-A2XCLSJYNGKps3eInPQ9V0qjPI6eTM_0MR4ASFSlu-Ca7XDC9QmtSSjl3sMCsy9Bloy7zpQCAht_UvdEV5XxMzdeFO1Xiq\")
Images of light box (lights are on in the room as well) with objects placed on top - draws visual attention of children!
![](\"https://lh4.googleusercontent.com/GQjb1Jbu9OSCcYOMDdIIya8vX4GR_jzqwDidc4l8K2QNOr15_IiOmzJWYbdr7t_a37PNJ2wTMvfAcwOT6lo3Vs4T-vVLHG71QB3CDu1tvpvmr9BkZMdcWHH7WE7y4c4Tun1vFDo2\")
Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Have you ever wondered what it might be like to not be able to understand what you’re seeing? To step inside a person’s brain who has had a brain injury to the visual processing centers and see through their eyes (and mind) for a moment.
This video is one woman’s perspective on her personal story and experience of what it was like for her at age 29 after she had a stroke in her occipital lobe, which is the primary visual processing center of the brain. This first post is to give readers a perspective of one woman’s experience of what it might be like to live with CVI, which can occur following damage to occipital lobe.
In the video it shows where her brain was impacted by her stroke and she is able to verbalize what that experience was like. She went from seeing things, to not being able to see anything, then gradually noticing things that were reflective (i.e. raindrops on the window, water in the bath, water running in the sink). Different doctors told her she was “crazy,” however it was due to the signals being re-routed to the peripheral areas of her brain (more primitive centers) responsible for detecting movement as a protective response. The concept of being able to better detect things with movement or movement properties (reflective objects) is consistent with characteristics of cortical visual impairment. This is a short video clip (~3-minutes long) that provides a neat overview and visual of how children with CVI have an easier time detecting things with movement.
Woman who saw rain youtube video \"The Blind Woman Who Saw Rain\"
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The visual system is incredibly complex… it is not as much about just your eyes, as it is how your brain interprets the world around you based on the light that enters through your eyes. This is a presentation that was given in 2011 by Daniel Simons who runs the Visual Cognition Laboratory at the University of Illinois. His discussion points out how our visual system interprets what we see based on input of light and how our brain interprets that information. He points out that sometimes how we see the world (visually) is not how everyone else is seeing the world. This then impacts how we process information, our memory, perceptions, and communication with others because we assume that everyone sees what we do. However, that is not true. Daniel points out how this might impact our work and social relationships. It is a short clip, but presents thought provoking information on our perceptions of the world around us.
TedX on Visual processing and perception: “Seeing the world as it isn’t” by Daniel Simons https://youtu.be/9Il_D3Xt9W0
Another Ted Talk done in 2015 by Lara Boyd, who is a brain researcher at the University of British Columbia discusses the importance of new knowledge coming out on brain research and the incredible ability of the brain to create new connections known as neuroplasticity. Dr. Lara Boyd talks about the changes that can happen at the brain following damage and research that is supporting how new learning can help reorganize the connections in the brain.
“After watching, this your brain will not be the same” TedX by Dr. Lara Boyd
Enjoy learning about the fascinating research on the brain!
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The following post contains the lived experience from Nicola McDowell a qualified teacher for the visually impaired (QTVI) and orientation and mobility specialist (O&M Specialist) in New Zealand who was not diagnosed with cortical visual impairment (CVI) until adulthood. She speaks about her journey through childhood and early adulthood when she received diagnosis of CVI. Notice the different characteristics and challenges she notes and coping mechanisms she adopted in an effort to try and adapt to visual processing difficulties.
The lived experience described in Nicola’s presentation comes from the perspective of an individual without motor, cognitive, or communication difficulties, therefore it is not representative of the majority of children with CVI. In fact, 68% of children were found to have an additional developmental disability in addition to CVI (Hatton, Schwietz, Boyer, & Rychwalski, 2007). Nicola’s thorough explanation of the challenges she has experienced as a result of living with CVI provides insight into some of the challenges that children with CVI may also be experiencing, though they may not be able to vocalize those challenges.
Nicola McDowell - My CVI Journey - https://youtu.be/H7SoRdMovfI
Reference
Hatton, D. D., Schwietz, E., Boyer, B., & Rychwalski, P. (2007). Babies Count: The National Registry for Children with Visual Impairments, Birth to 3 Years. Journal of the American Association of Pediatric Ophthalmology and Strabismus, 11, pp. 351– 355.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
","userID":46861,"timestamp":"2018-05-27T02:25:53.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5957,"postID":16508,"userID":2018,"timestamp":"2018-05-31T20:01:23.423"}],"PostCollectionItems":[{"collectionItemID":361,"collectionID":140,"postID":16508,"quote":"Post by Deirdre McLaughlin CF-SLP\nAn interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!"},{"collectionItemID":362,"collectionID":144,"postID":16508,"quote":""}]},{"postID":22729,"title":"DIY Low Tech AAC: Introduction to this collection","body":"The magic of creating a communication system for a patient that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding feeling that one can have. Augmentative and Alternative Communication (AAC) as a field is driven by individuals with the mission of empowering, supporting, and advocating for people with complex communication needs. This is no easy task and so many responsibilities can fall on a busy clinician, family member, or care provider and the responsibility of such can be overwhelming.
Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situations. In some cases, this includes using high tech speech generating devices. Often this can be with less familiar partners or to clarify messages when communication breakdowns occur. In other cases, this includes using low tech communication aids and in many others this includes unaided strategies where an individual communicates using their own body language.
The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!!!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about how to make low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with their own knowledge bases or experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:08:28.67","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22730,"title":"DIY Low Tech AAC: Introduction to this collection","body":"Creating a communication system for a patient, client, or family member that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding experiences that one can have. Augmentative and Alternative Communication (AAC) as a field is driven by individuals with the mission of empowering, supporting, and advocating for people with complex communication needs. This is no easy task and many responsibilities can fall on a busy clinician, family member, or care provider and the responsibility of such can be overwhelming. Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situation including both aided (high tech, mid tech, low tech systems) and unaided (i.e. individual's own body language) forms of communication when possible.
\n\nThe importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about making low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with information from their own experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:19:06.793","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":419,"collectionID":158,"postID":22730,"quote":"The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice."}]},{"postID":22734,"title":"These are a few of my favorite things! All the things you need for low tech!","body":"People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
1. Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages, these rings have twist closures. (see image below of colorful rings)
2. Binding machine: binding machines allow you to quickly punch pages and bind a book together.
Support visual and motor access:
1. Glitter glue gun sticks: bring out that visual hilithtimg using red sparkly glue gun sticks. I’ve known people to purchase at dollar tree!
2. Pom poms: make page turning easier by using different sized Pom poms
3. Pipe cleaners: the benefit of using a visual hi lighting tool for framing cannot be underestimated. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends.
4. Matte lamination sheets (5 mm): non reflective sheets prevent distraction of reflection of Light off sheer
5. Soft gel paint adhesives: put over to increase dimensionality or create border and edges. A cheap and durable solution to puffy paint.
Display symbols
1. Trifold poster board: fold into wedge to be like Velcro wedge or open up to support visual attention
2. Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
3. Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
4. Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below:
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have on overall communicative effectiveness. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler who was deaf and blind.
Materials that are essential:
- high contrast board: black poster/foram board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
- zip ties: used to attach objects
- exacto knife: used to cut poster board into rectangles and put holes in board for zip ties
- label maker: used to print text labels for communication partners
- Velcro: used to attach symbols to another surface in order to display
- puffy paint/glitter glue: used to create core vocabulary symbols.
2. Go to a dollar store with your vocabulary list: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list
3. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4x6.
- Use exacto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract symbols 3-D is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core UNC have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board
Whenever possible support other senses, visual supports could include:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
How are the symbols going to be presented and stored. Lack of Portability is one of the main reasons AAC devices and systems are abandoned.
- Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Some have made boards with bumpy borders to make choices separate.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past for people. Open to all thoughts from the AAC community!
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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Secure pages of symbols of communication books together:
Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
Pipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
Matte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
Soft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center and reduce complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front.
","userID":46861,"timestamp":"2018-12-05T03:01:53.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22901,"title":"These are a few of my favorite things! All the things you need for DIY low tech!","body":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
\nPipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
\nMatte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
\nSoft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
\nAprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
\nBinders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
","userID":46861,"timestamp":"2018-12-05T03:10:46.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2670,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6006,"postID":22901,"userID":3203,"timestamp":"2018-12-11T17:39:42.5"}],"PostCollectionItems":[{"collectionItemID":422,"collectionID":158,"postID":22901,"quote":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!"},{"collectionItemID":478,"collectionID":169,"postID":22901,"quote":"If you are looking for crafting projects that could also help your students or kids than this is the post for you!"}]},{"postID":22905,"title":"DIY CVI-adapted low tech picture symbol book","body":"There are many considerations when designing a low tech communication for individuals with cortical visual impairment. A previous collection by Kayley McDonald, OT, Denee Kroeger OT, and myself outlined some strategies and AAC modifications to support individuals with cortical visual impairment: clinical practice application cvi
\nThe low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. For those unfamiliar with this strategy and would like more information, please see more information at the following link: Praactical AAC PAAVS tutorial
\nThis is fairly straight-forward to make in Boardmaker and can be modified need be. I've included pictures of some I've made for patients as a reference. Comment below with questions or suggestions!
The pictures below also highlight the difference between Matte and regular lamination sheets. The Matte lamination reduces reflection of light supporting visual attention. Use it when it is available to you!
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
1. Low tech systems of custom page sets in AAC applications: Many AAC users utilize custom page sets made in applications such as Sounding Board or Go Talk Now on an iPad. You could make a low tech back up by completing the following steps.
- Take a screenshot of each page
- Print out pages
- Laminate
- If it is a dynamic page set, create tabs for navigation.
- Use air-craft cable rings, zip ties, or binder rings to secure pages together
2. Pre-programmed page sets: Pre-programmed page sets from major dedicated device companies (Tobii, Saltillo, etc) have editors for PCs to customize programming. This is sometimes the easiest way to both customize page sets for speech generating devices and print pages for a low tech book. The chat editors are generally free (you may need license to print) to experiment with. If you are learning a new language system this is also a good first step before modeling on device. The other benefit of using a chat editor includes having a saved copy (back up) in a location other than the device (PSA: always back up! So sad when custom programming is lost).
\nPlease see links below:
\nSaltillo: Edit vocabulary using Chat Editor (OS: Windows) and make low tech back up. how to install chat editor
PRC: Edit vocabulary using PRC Application Support Software (PASS) software. how to install PASS software
\nTobii: Edit using Communicator 5. You need a license but can use a PC version (not on individual's device) to edit vocabulary.
3. \"Double duty\" page sets: Some brilliant clinicians (shout out: Alycia Berg CCC-SLP at Boston Children’s Hospital) have taught me the strategy of creating custom page sets the can also easily transition to low tech versions. For example, using a check board configuration in communicator 5 and leaving middle buttons void of programming in a checkerboard configuration can create a way to also easily print a low tech eye gaze book. Designing custom page sets with both in mind may be useful to tackle both.
As always, if anyone has thoughts or other suggestions - comment below!
","userID":46861,"timestamp":"2018-12-06T03:39:37.22","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6004,"postID":23004,"userID":3203,"timestamp":"2018-12-11T17:39:29.047"},{"starID":6012,"postID":23004,"userID":85134,"timestamp":"2019-02-18T04:42:29.14"}],"PostCollectionItems":[{"collectionItemID":424,"collectionID":158,"postID":23004,"quote":"To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!"}]},{"postID":24457,"title":"tangible object symbols for words that have directionality - \"up\", \"down\"","body":"I'm wondering if anyone has experience designing tangible object symbols that account for orientation in space for words that imply a direction (up and down). I've seen a lot of symbols that use an arrow for \"up\" that is facing upwards. My concern with utilizing an arrow is if the orientation of the symbol is facing down it could be confused with a \"down\" symbol. I would like to as much as possible increase the opportunity to have my client use these symbols independently and not rely on a partner to orient the symbol in space.
Any suggestions on how to make these words more distinct from one another would be very much appreciated! A family was interested in these words specifically to help with transitions and routines :)
Thanks in advance!
Deirdre
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Hey there! We presented an introduction webinar to the Communication Matrix for the University of Central Florida Echo training on AAC for Adults. The recording was made available via YouTube! Check it out!
We are also pleased that this presentation video was named \"video of the week\" by the popular Praactical AAC blog! https://praacticalaac.org/vide...Cortical visual impairment (CVI) is the most common visual impairment in children within the western countries with distinct impacts on children’s function and development (Chauhan, 2012; Edmon & Foroozan, 2006; Lam, Lovett, & Dutton, 2010). This medical condition influences all areas of a child’s physical and cognitive growth and development and requires a team based approach to care. Attached is an educational handout on cortical visual impairment (CVI) - just the basics - the handout gives an overview of the key information of common medical causes, red flags, and recommendations on next steps to best support a child with CVI. The handout is meant to serve as an introductory overview of CVI, though it is recommended for your child to see a pediatric optometrist or ophthalmologist if you have questions or concerns about their use of vision. Posts over the coming weeks will provide further insight into observed characteristics and phases of CVI, as well as demonstrate useful resources and strategies of how to best support and engage children with CVI to develop their ability to understand what they are seeing.
References
Chauhan, R. (2012). Cortical visual impairment : A review. Indian Journal of Physiotherapy & Occupational Therapy, 6(1), 116-118.
Edmond, J. C., & Foroozan, R. (2006). Cortical visual impairment in children. Current Opinion in Ophthalmology, 17(6), 509-512. doi:10.1097/ICU.0b013e3280107bc5
\nLam, C., Lovett, F., & Dutton, G. N. (2010). Cerebral visual impairment in children: A longitudinal case study of functional outcomes beyond the visual acuities. Journal of Visual Impairment & Blindness, 104(10), 625-635.
","userID":46861,"timestamp":"2018-05-07T19:31:13.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1686,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5923,"postID":15597,"userID":61571,"timestamp":"2018-05-08T15:01:30.283"},{"starID":5924,"postID":15597,"userID":3203,"timestamp":"2018-05-14T20:23:48.723"}],"PostCollectionItems":[{"collectionItemID":333,"collectionID":140,"postID":15597,"quote":"This post is an informational overview of cortical visual impairment and provides parents and providers with a PDF handout on key red flags, behaviors, and strategies to best support children with this visual impairment. (Post by Kayley McDonald) "}]},{"postID":15599,"title":"“Picture” of CVI Experience","body":"Children with cortical visual impairment (CVI) often have multiple challenges with language and/or motor skills, therefore it is challenging for parents and healthcare professionals to get an idea of what they can and cannot see. Children with CVI have brain damage to their visual processing areas that help them understand what they are seeing and focus in on the relevant visual information, which can cause a variety of challenges using vision. The Optometric Extension Program Foundation has a picture titled “What is it? Vision is More Than 20/20 eyesight” that provides insight into some of the visual challenges that children with CVI may be experiencing. Children with CVI are being encouraged to try to “look” at things and figure out what it is they are suppose to be looking at in the midst of trying to sift through the abundance of sensory information they are receiving (visual, tactile, auditory, smell, etc.).
\nCortical Visual Impairment Activity
\nCan you figure out what it is you’re trying to find in the picture? Can you find the main object in the picture? Try turning it around, look from other angles, turn your head side to side… You are searching through your mental catalogue of pictures that you have stored over your lifetime trying to identify what features in the picture are similar anything you’ve seen. Are you becoming frustrated because it is taking a long time to figure out what it is you are supposed to be looking for?
\nYour brain is working overtime as you try to put your finger on what you're supposed to be looking at or for... Consider how much more challenging and frustrating it might be for a child with CVI trying to process visual information especially when they are often overwhelmed by other sensory inputs such as: being touched or handled or positioned, smells of food or perfume, people talking to them and around them, frequent seizures, and being in a bright, colorful room. Often children with CVI choose to simply close their eyes or stare blankly into space in an effort to shut down the only sensory system they have control over because they are overwhelmed.
\nRead the next post to figure out what the image was in the picture that you were trying to find and learn more about characteristics of CVI.
","userID":46861,"timestamp":"2018-05-08T15:56:38.72","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5921,"postID":15599,"userID":61571,"timestamp":"2018-05-08T14:56:13.377"},{"starID":5925,"postID":15599,"userID":3203,"timestamp":"2018-05-14T20:24:20.63"}],"PostCollectionItems":[{"collectionItemID":337,"collectionID":140,"postID":15599,"quote":"Were you able to identify the object in the picture? Here is the answer to the hidden picture activity. Read the post to find out what you were supposed to be looking for in the picture and the explanation of what it might be like to try looking at things as a child with CVI. (Post by Kayley McDonald)"}]},{"postID":15603,"title":"\"Picture\" of CVI - Answer to Picture Puzzle! ","body":"Did you figure it out? Did you get desperate and Google it? Once it was highlighted like the image attached were you able to immediately recognize the familiar object in the picture? It is bizarre to think that you've seen that animal so many times, yet were unable to recognize a picture of one when it was presented in a complex form without anything to help you identify it.
\nCortical Visual Impairment (CVI) Characteristic Considerations
\nWhen the picture is oriented correctly and highlighted with a bright color are you able to find the hidden object that you’re looking for? This activity is meant to give you an idea of what it might be like to face visual processing challenges similar to a child with cortical visual impairment. Everyday children are being asked to find things or look when they are overwhelmed with information and are not sure what they are trying to look at because they have never seen that object before. By considering different factors that children with CVI are faced with gives parents and healthcare providers ideas of how to support their functional use of vision.
\nKey characteristics children with cortical visual impairment have include:
\nLatency - did it take you a long time to try and find the object? Did you become frustrated with how long it was taking?
\nComplexity - was it loud around you making it harder to focus? Were you in an uncomfortable position? Did you find the picture visually complicated?
\nNovelty - now that you have been shown where the cow is in the picture, you will find it much easier to find it next time because it is no longer “novel.”
\nDistance - did you hold it closer or further from your face when you were trying to find the object in the picture?
\nAfter this activity it will hopefully give you a mini and simulated experience of recognizing the support you can give a child with CVI when working with them. Allowing them enough time, being quiet, explaining and highlighting some of the key characteristics of what makes a cow a cow (big nose, wide eyes, pointy ears, etc.), it will encourage the child to use their vision and better learn what they are seeing. Now if you go back to the first post and try and find the cow in the picture, I bet you will be able to find it immediately! It is now in your visual catalogue and much faster and easier for you to identify. This is similar to children with CVI, once they have learned how to see an object, it becomes much faster and easier for them to identify it. However, it is still important to provide them with environmental and positional supports to set them up for success and encourage them to use their vision, as it takes time and regular practice to re-train the brain to process visual information.
","userID":46861,"timestamp":"2018-05-08T15:56:17.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5922,"postID":15603,"userID":61571,"timestamp":"2018-05-08T15:00:20.72"}],"PostCollectionItems":[{"collectionItemID":338,"collectionID":140,"postID":15603,"quote":"Here is the answer to the picture puzzle! Were you able to figure out what you were supposed to be looking at? Read the post to learn more about characteristics and challenges that children with CVI face when trying to understand the world around them using vision. "}]},{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313"}],"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]},{"postID":15817,"title":"Modifications for AAC","body":"Post by Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
As we discussed in our previous Communication Collection (CVI 101 and also 102… https://communicationmatrix.or... ), more patients with complex communication needs have been identified as having vision difficulties such as Cortical Visual Impairment (CVI). It can be difficult at times to know how to best support these visual needs in an AAC system given that so many systems incorporate the use of symbols whether that be a picture, photograph, visual scene display or written word. To make a language system as expansive as possible a number of symbols are often required to accommodate all possible communication needs and purposes, which can make displays often too complex for a child with vision difficulties.
There are several important supports and cues that may help support a client with CVI and that can be incorporated into an AAC system:
Highlighting with color preferences: Children with CVI see yellow and red better than other colors, these colors can often be an important cue (highlight outline of picture) for visual attention.
Using high contrast pictures/backgrounds/layouts: Increasing contrast of the background and pictures themselves supports vision - example of high contrast would be using a black background with bright colored object.
Reducing visual complexity: The complexity of a visual scene is often very difficult for individuals with CVI. Decreasing the complexity of the scene rather than magnification is often found to be an important support for visual attention. Ways to consider modifying the environment might be using the dark booth to get rid of visual distractions in the room and simplify AAC by using less picture symbols on the screen at one time.
Light cues for visual attention: Children with CVI attend better to light sources, which might include spotlighting picture symbols or backlighting on an iPad.
Movement cues for visual attention: Children with CVI see things better that are in motion.
This week a post will be created that outlines the ways SLPs and OTs have addressed visual access with clients with CVI using the supportive characteristic listed above. Please refer to those posts for further explanation and examples.
CVI has many different stages and levels (see post by Kayley McDonald OTD candidate, from previous collection: https://communicationmatrix.or... ) and children with CVI have very different visual skills and need very different visual supports. As always, it is important to trial these supports with your clients to determine if this is a good support for them and collaborate with the child’s Teacher for the Visually Impaired (TVI).
A link is attached with a great youtube video on CVI adaptations specific for AAC by Perkins School for the Blind is also included as a resource: https://www.youtube.com/watch?v=GE23MGY87PQ&t=7s
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Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more supportive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention:
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as the highlighting color. Sparkly highlighters are even better to capture attention! Note: important to have black background and black handle to not distract for subject of visual attention.
Highlighting on Devices: You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. This can usually be found under scanning settings in device settings. Please see picture of how highlighting can be used for visual scene displays (see attached)
","userID":46861,"timestamp":"2018-05-14T22:08:49.65","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":17,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":15819,"title":"The Power of Highlighting ","body":"Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more universally attractive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention. Note: important to have black background and black handle to not distract for subject of visual attention.
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as highlighting color. Sparkly highlighters is even better to capture attention!
You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. Several popular devices/apps are included with directions on how to turn on this feature. Please see picture of how highlighting can be used for visual scene displays.
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
The impact and importance of using high contrast for visual attention and object identification is an important feature to consider when working with kids with CVI. By having a simple, black background with a bright symbol or object in the center, it eliminates the visual clutter or complexity and allows the child to visually focus on the main object or symbol. High contrast attracts the visual attention of a child with CVI without visual information competing for their attention.
Apps on the iPad are useful ways to utilize the strategy of high contrast when supporting the functional use of vision for children with CVI to learn how to interact with and access devices, while sustaining their visual attention. There are Apps that are best for children with CVI because they provide support of high contrast and these Apps can be used as a preparatory method for AAC, as well as working on fine-motor control.
Links to blog posts with CVI App suggestions with high contrast Apps for kids with CVI:
http://www.wonderbaby.org/articles/cvi-apps
http://littlebearsees.org/2012/07/13/favorite-apps-for-children-with-cvi/
http://babieswithipads.blogspot.com/2012/01/my-10-favorite-apps-for-children-with.html
The following image is an easy strategy to present symbols of the real image on a high contrast background. It is a black velcro wedge - it is useful to use with velcro on back of images and store images on the back, while presenting a single image to the child on the front.
The following image is an example of using a high contrast symbol sets using the high contrast strategy (Boardmaker). UNC Project Core have some available low tech books with high contrast symbols on their website if you’re looking for a resource: http://www.project-core.com/4-square/
\n\nBy Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
Have you ever looked at an Eye-Spy book and found yourself overwhelmed by the visual array and colorful objects when searching for the object? What about visually searching for Waldo in a Where’s Waldo book? Those are both examples of visual complexity, which is essentially what a child with CVI faces in environments that are full of colors, pictures, people, noises, and smells, all of which are competing for their attention. Because vision is not the dominant sense, children with CVI tend to rely on their other senses that are stronger and easier to use (hearing, touch, etc.).
There are three main components to complexity - auditory, visual, and positional.
Be aware of keeping the noise/talking down in the room, ensuring that the child is placed in a comfortable and accessible position, and there is not a lot of clutter in the room that is competing for their visual attention.
A useful strategy to adapt the complexity or visual clutter in the environment is by using a dark booth. By positioning the child so the are facing the inside of the dark booth with their body inside (shoulder just inside the booth to eliminate complexity in their peripheral visual fields), it allows for focused visual attention working on AAC and other activities on the iPad to promote visual attention. As children’s vision begins to progress, gradually complexity in the environment can be added in to progress their functional use vision in typical environments without requiring as much support. Be aware that a child with CVI may revert back to lower functioning visual behaviors (ex: looking at lights or staring out bright windows), when they become visually overwhelmed, tired, or are being overloaded by other sensory systems (tactile, auditory, smell, visual).
Another useful AAC adaptation strategy is to use low tech options such as symbols in a fiand be aware of having a field of one or two objects to ensure the child is not experiencing too much visual complexity and can visually attend to the one or two objects. It is important to note that traditional presentations of holding up symbols (objects, symbols) in left and right visual fields is likely not supportive for most children with CVI and it may be better to create a communication system where symbols are presented one at a time and accessed via partner assisted auditory visual scanning. An example of a one symbol communication book at a time is included for reference in Director of Boston Children’s Hospital Augmentative Communication Program John Costello CCC-SLP (refer to page 13 of the pdf). This is another amazing resource for clinicians and is available at the following website: http://www.childrenshospital.org/clinicalservices/Site2016/Documents/cviNorwayhandout.pdf
Modifying Environment: Dark booth - see PDF attached for DIY instructions made by student from Horizon High School.
Post by Kayley McDonald, OTD Doctoral Candidate
A key characteristic of children with cortical visual impairment (CVI), especially in the early phases, is the need or draw toward light. Being aware of this quality allows parents and those working with children with CVI to adapt the activities by using more light and lighted objects. As was mentioned in a previous post about the power of highlighting, this is a similar concept - providing ample opportunity to encourage children to look and increase their visual attention. It is common for teachers for the visually impaired to work with children with CVI using a light box, which can be purchased through different companies, but even just the mini light box from AFB.org is $135.
Light Box Instructions
Another option instead of purchasing a lightbox or being dependent on borrowing the lightbox provided by early intervention services you can make your own lightbox for much less! Attached is a PDF of the instructions on the materials and how-to make your own lightbox at home. There is also a helpful blog that provides more instructions on how to make the lightbox, as well as activity ideas to play with your child using the lightbox. The intent of the lightbox is to assist your child in looking consistently at targets using the light as a feature that attracts their attention and promotes their ability to visually see simple, colorful objects placed on it. If you have other children, the lightbox is also a fun activity for your other child to partner play with them and is really a fun activity for all children regardless of visual abilities! Just be aware that it is still important to keep talking and noise down, because any extra noise or talking in the room will distract your child and limit their ability to visually focus on the lightbox activities.
When using the lightbox it is helpful to describe salient features of the items - such as stating that a cat has two pointy ears, whiskers, and two big eyes - teaching your child the characteristics or qualities that make each thing unique.
Spotlighting is another way to incorporate the characteristic of light - using a bright, LED flashlight (recommended to be at least 350 lumens) to spotlight objects or symbols to draw your child's visual attention to them by using light!
Images of light box (lights are on in the room as well) with objects placed on top - draws visual attention of children!
Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Have you ever wondered what it might be like to not be able to understand what you’re seeing? To step inside a person’s brain who has had a brain injury to the visual processing centers and see through their eyes (and mind) for a moment.
This video is one woman’s perspective on her personal story and experience of what it was like for her at age 29 after she had a stroke in her occipital lobe, which is the primary visual processing center of the brain. This first post is to give readers a perspective of one woman’s experience of what it might be like to live with CVI, which can occur following damage to occipital lobe.
In the video it shows where her brain was impacted by her stroke and she is able to verbalize what that experience was like. She went from seeing things, to not being able to see anything, then gradually noticing things that were reflective (i.e. raindrops on the window, water in the bath, water running in the sink). Different doctors told her she was “crazy,” however it was due to the signals being re-routed to the peripheral areas of her brain (more primitive centers) responsible for detecting movement as a protective response. The concept of being able to better detect things with movement or movement properties (reflective objects) is consistent with characteristics of cortical visual impairment. This is a short video clip (~3-minutes long) that provides a neat overview and visual of how children with CVI have an easier time detecting things with movement.
Woman who saw rain youtube video \"The Blind Woman Who Saw Rain\"
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The visual system is incredibly complex… it is not as much about just your eyes, as it is how your brain interprets the world around you based on the light that enters through your eyes. This is a presentation that was given in 2011 by Daniel Simons who runs the Visual Cognition Laboratory at the University of Illinois. His discussion points out how our visual system interprets what we see based on input of light and how our brain interprets that information. He points out that sometimes how we see the world (visually) is not how everyone else is seeing the world. This then impacts how we process information, our memory, perceptions, and communication with others because we assume that everyone sees what we do. However, that is not true. Daniel points out how this might impact our work and social relationships. It is a short clip, but presents thought provoking information on our perceptions of the world around us.
TedX on Visual processing and perception: “Seeing the world as it isn’t” by Daniel Simons https://youtu.be/9Il_D3Xt9W0
Another Ted Talk done in 2015 by Lara Boyd, who is a brain researcher at the University of British Columbia discusses the importance of new knowledge coming out on brain research and the incredible ability of the brain to create new connections known as neuroplasticity. Dr. Lara Boyd talks about the changes that can happen at the brain following damage and research that is supporting how new learning can help reorganize the connections in the brain.
“After watching, this your brain will not be the same” TedX by Dr. Lara Boyd
Enjoy learning about the fascinating research on the brain!
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The following post contains the lived experience from Nicola McDowell a qualified teacher for the visually impaired (QTVI) and orientation and mobility specialist (O&M Specialist) in New Zealand who was not diagnosed with cortical visual impairment (CVI) until adulthood. She speaks about her journey through childhood and early adulthood when she received diagnosis of CVI. Notice the different characteristics and challenges she notes and coping mechanisms she adopted in an effort to try and adapt to visual processing difficulties.
The lived experience described in Nicola’s presentation comes from the perspective of an individual without motor, cognitive, or communication difficulties, therefore it is not representative of the majority of children with CVI. In fact, 68% of children were found to have an additional developmental disability in addition to CVI (Hatton, Schwietz, Boyer, & Rychwalski, 2007). Nicola’s thorough explanation of the challenges she has experienced as a result of living with CVI provides insight into some of the challenges that children with CVI may also be experiencing, though they may not be able to vocalize those challenges.
Nicola McDowell - My CVI Journey - https://youtu.be/H7SoRdMovfI
Reference
Hatton, D. D., Schwietz, E., Boyer, B., & Rychwalski, P. (2007). Babies Count: The National Registry for Children with Visual Impairments, Birth to 3 Years. Journal of the American Association of Pediatric Ophthalmology and Strabismus, 11, pp. 351– 355.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
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Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situations. In some cases, this includes using high tech speech generating devices. Often this can be with less familiar partners or to clarify messages when communication breakdowns occur. In other cases, this includes using low tech communication aids and in many others this includes unaided strategies where an individual communicates using their own body language.
The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!!!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about how to make low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with their own knowledge bases or experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:08:28.67","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22730,"title":"DIY Low Tech AAC: Introduction to this collection","body":"Creating a communication system for a patient, client, or family member that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding experiences that one can have. Augmentative and Alternative Communication (AAC) as a field is driven by individuals with the mission of empowering, supporting, and advocating for people with complex communication needs. This is no easy task and many responsibilities can fall on a busy clinician, family member, or care provider and the responsibility of such can be overwhelming. Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situation including both aided (high tech, mid tech, low tech systems) and unaided (i.e. individual's own body language) forms of communication when possible.
\n\nThe importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about making low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with information from their own experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
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Secure pages of symbols of communication books together:
1. Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages, these rings have twist closures. (see image below of colorful rings)
2. Binding machine: binding machines allow you to quickly punch pages and bind a book together.
Support visual and motor access:
1. Glitter glue gun sticks: bring out that visual hilithtimg using red sparkly glue gun sticks. I’ve known people to purchase at dollar tree!
2. Pom poms: make page turning easier by using different sized Pom poms
3. Pipe cleaners: the benefit of using a visual hi lighting tool for framing cannot be underestimated. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends.
4. Matte lamination sheets (5 mm): non reflective sheets prevent distraction of reflection of Light off sheer
5. Soft gel paint adhesives: put over to increase dimensionality or create border and edges. A cheap and durable solution to puffy paint.
Display symbols
1. Trifold poster board: fold into wedge to be like Velcro wedge or open up to support visual attention
2. Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
3. Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
4. Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below:
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have on overall communicative effectiveness. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler who was deaf and blind.
Materials that are essential:
- high contrast board: black poster/foram board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
- zip ties: used to attach objects
- exacto knife: used to cut poster board into rectangles and put holes in board for zip ties
- label maker: used to print text labels for communication partners
- Velcro: used to attach symbols to another surface in order to display
- puffy paint/glitter glue: used to create core vocabulary symbols.
2. Go to a dollar store with your vocabulary list: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list
3. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4x6.
- Use exacto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract symbols 3-D is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core UNC have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board
Whenever possible support other senses, visual supports could include:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
How are the symbols going to be presented and stored. Lack of Portability is one of the main reasons AAC devices and systems are abandoned.
- Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Some have made boards with bumpy borders to make choices separate.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past for people. Open to all thoughts from the AAC community!
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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Secure pages of symbols of communication books together:
Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
Pipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
Matte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
Soft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center and reduce complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front.
","userID":46861,"timestamp":"2018-12-05T03:01:53.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22901,"title":"These are a few of my favorite things! All the things you need for DIY low tech!","body":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
\nPipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
\nMatte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
\nSoft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
\nAprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
\nBinders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
","userID":46861,"timestamp":"2018-12-05T03:10:46.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2670,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6006,"postID":22901,"userID":3203,"timestamp":"2018-12-11T17:39:42.5"}],"PostCollectionItems":[{"collectionItemID":422,"collectionID":158,"postID":22901,"quote":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!"},{"collectionItemID":478,"collectionID":169,"postID":22901,"quote":"If you are looking for crafting projects that could also help your students or kids than this is the post for you!"}]},{"postID":22905,"title":"DIY CVI-adapted low tech picture symbol book","body":"There are many considerations when designing a low tech communication for individuals with cortical visual impairment. A previous collection by Kayley McDonald, OT, Denee Kroeger OT, and myself outlined some strategies and AAC modifications to support individuals with cortical visual impairment: clinical practice application cvi
\nThe low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. For those unfamiliar with this strategy and would like more information, please see more information at the following link: Praactical AAC PAAVS tutorial
\nThis is fairly straight-forward to make in Boardmaker and can be modified need be. I've included pictures of some I've made for patients as a reference. Comment below with questions or suggestions!
The pictures below also highlight the difference between Matte and regular lamination sheets. The Matte lamination reduces reflection of light supporting visual attention. Use it when it is available to you!
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
1. Low tech systems of custom page sets in AAC applications: Many AAC users utilize custom page sets made in applications such as Sounding Board or Go Talk Now on an iPad. You could make a low tech back up by completing the following steps.
- Take a screenshot of each page
- Print out pages
- Laminate
- If it is a dynamic page set, create tabs for navigation.
- Use air-craft cable rings, zip ties, or binder rings to secure pages together
2. Pre-programmed page sets: Pre-programmed page sets from major dedicated device companies (Tobii, Saltillo, etc) have editors for PCs to customize programming. This is sometimes the easiest way to both customize page sets for speech generating devices and print pages for a low tech book. The chat editors are generally free (you may need license to print) to experiment with. If you are learning a new language system this is also a good first step before modeling on device. The other benefit of using a chat editor includes having a saved copy (back up) in a location other than the device (PSA: always back up! So sad when custom programming is lost).
\nPlease see links below:
\nSaltillo: Edit vocabulary using Chat Editor (OS: Windows) and make low tech back up. how to install chat editor
PRC: Edit vocabulary using PRC Application Support Software (PASS) software. how to install PASS software
\nTobii: Edit using Communicator 5. You need a license but can use a PC version (not on individual's device) to edit vocabulary.
3. \"Double duty\" page sets: Some brilliant clinicians (shout out: Alycia Berg CCC-SLP at Boston Children’s Hospital) have taught me the strategy of creating custom page sets the can also easily transition to low tech versions. For example, using a check board configuration in communicator 5 and leaving middle buttons void of programming in a checkerboard configuration can create a way to also easily print a low tech eye gaze book. Designing custom page sets with both in mind may be useful to tackle both.
As always, if anyone has thoughts or other suggestions - comment below!
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Any suggestions on how to make these words more distinct from one another would be very much appreciated! A family was interested in these words specifically to help with transitions and routines :)
Thanks in advance!
Deirdre
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Hey there! We presented an introduction webinar to the Communication Matrix for the University of Central Florida Echo training on AAC for Adults. The recording was made available via YouTube! Check it out!
We are also pleased that this presentation video was named \"video of the week\" by the popular Praactical AAC blog! https://praacticalaac.org/vide...Very often, conversations between parents, providers, and schools focus on the “here and now” -- planning therapy goals, determining what levels of support are appropriate, integrating these into our daily lives in a functional way. But what happens after high school? This collection of posts explores some of the issues around transition.
Under IDEA, a transition plan should be in place by the time a person turns 16, but starting early can ensure a good plan is in place. Key components of comprehensive transition plans address the following aspects of an individual's life:
The following are a list of helpful resources which can provide some starting information for families beginning to explore this topic:
The Center for Parent Information and Resources provides helpful starting information.
PACER's National Parent Center on Transition and Employment provides a wealth of information on their main website regarding planning for individuals of all abilities, as well as an orientation guide entitled, \"Where Do We Start?\"
Got Transition? focuses on assisting families with the transition from pediatric to adult health care.
Autism Speaks created a Transition Toolkit to help guide families through this process. The guide is available to download and online for free; a hard copy may be ordered through their store.
The US Department of Education provides a transition guide which provides general information regarding Postsecondary Education and Employment for Students and Youth with Disabilities.
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Vocational plans should focus on each individual’s strengths and interests and work towards providing them with opportunities to be active outside the home on a regular basis. For additional information on vocational training, families may investigate their state’s Office of Vocational Rehabilitation Services, or ask their Developmental Disabilities caseworker for assistance.
Often, moving out of a school system means moving beyond structured opportunities for social interaction. In addition to opportunities for employment or volunteer work, families may explore community activities, such as exercise opportunities, shopping outings, and field trips to points of interest. Opportunities to meet and interact with peers is also critical. Oftentimes, the community parks and rec programs may offer adaptive programs that can help fill this gap. Community organizations which target different populations, such as United Cerebral Palsy, Autism Speaks, or the National Down Syndrome Society may offer different social groups or outings through local chapters. Adult day programs may also be appropriate to explore.
Brokerage Support Services are in-home or other personal supports that assist an individual to live with family and to fully participate in community life. Brokerages provide funding and services for adults who live at home, so that they may continue to fully participate in their community. Brokerages are run on a state-by-state basis, and may not be available in all states.
Very often, conversations between parents, providers, and schools focus on the “here and now” -- planning therapy goals, determining what levels of support are appropriate, integrating these into our daily lives in a functional way. But what happens after high school? This collection of posts explores some of the issues around transition.
Under IDEA, a transition plan should be in place by the time a person turns 16, but starting early can ensure a good plan is in place. Key components of comprehensive transition plans address the following aspects of an individual's life:
The following are a list of helpful resources which can provide some starting information for families beginning to explore this topic:
The Center for Parent Information and Resources provides helpful starting information.
PACER's National Parent Center on Transition and Employment provides a wealth of information on their main website regarding planning for individuals of all abilities, as well as an orientation guide entitled, \"Where Do We Start?\"
Got Transition? focuses on assisting families with the transition from pediatric to adult health care.
Autism Speaks created a Transition Toolkit to help guide families through this process. The guide is available to download and online for free; a hard copy may be ordered through their store.
The US Department of Education provides a transition guide which provides general information regarding Postsecondary Education and Employment for Students and Youth with Disabilities.
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Under IDEA, a transition plan should be in place by the time a person turns 16, but starting early can ensure a good plan is in place. Key components of comprehensive transition plans address the following aspects of an individual's life:
The following are a list of helpful resources which can provide some starting information for families beginning to explore this topic:
The Center for Parent Information and Resources provides helpful starting information.
PACER's National Parent Center on Transition and Employment provides a wealth of information on their main website regarding planning for individuals of all abilities, as well as an orientation guide entitled, \"Where Do We Start?\"
Got Transition? focuses on assisting families with the transition from pediatric to adult health care.
Autism Speaks created a Transition Toolkit to help guide families through this process. The guide is available to download and online for free; a hard copy may be ordered through their store.
The US Department of Education provides a transition guide which provides general information regarding Postsecondary Education and Employment for Students and Youth with Disabilities.
","userID":67462,"timestamp":"2018-08-06T20:02:45.687","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":18192,"title":"Transition to Adulthood; General Guidelines and Resources for Families","body":"Very often, conversations between parents, providers, and schools focus on the “here and now” -- planning therapy goals, determining what levels of support are appropriate, integrating these into our daily lives in a functional way. But what happens after high school? This collection of posts explores some of the issues around transition.
Under IDEA, a transition plan should be in place by the time a person turns 16, but starting early can ensure a good plan is in place. Key components of comprehensive transition plans address the following aspects of an individual's life:
The following are a list of helpful resources which can provide some starting information for families beginning to explore this topic:
The Center for Parent Information and Resources provides helpful starting information.
PACER's National Parent Center on Transition and Employment provides a wealth of information on their main website regarding planning for individuals of all abilities, as well as an orientation guide entitled, \"Where Do We Start?\"
Got Transition? focuses on assisting families with the transition from pediatric to adult health care.
Autism Speaks created a Transition Toolkit to help guide families through this process. The guide is available to download and online for free; a hard copy may be ordered through their store.
The US Department of Education provides a transition guide which provides general information regarding Postsecondary Education and Employment for Students and Youth with Disabilities.
","userID":67462,"timestamp":"2018-08-06T20:03:41.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5996,"postID":18192,"userID":68795,"timestamp":"2018-08-27T21:59:38.337"},{"starID":6002,"postID":18192,"userID":67462,"timestamp":"2018-11-09T22:05:20.373"}],"PostCollectionItems":[{"collectionItemID":407,"collectionID":156,"postID":18192,"quote":"This post provides some basic information and guidelines about preparing for the transition to adulthood."}]},{"postID":18620,"title":"Employment and Community Involvement","body":"What happens after high school, and what kinds of opportunities are available for individuals after they leave a supported school system is a big question on a lot of families' minds. This article, entitled Escaping the Disability Trap highlights some of the challenges around these issues, particularly as they relate to job training and future employment opportunities.
Vocational plans should focus on each individual’s strengths and interests and work towards providing them with opportunities to be active outside the home on a regular basis. For additional information on vocational training, families may investigate their state’s Office of Vocational Rehabilitation Services, or ask their Developmental Disabilities caseworker for assistance.
Often, moving out of a school system means moving beyond structured opportunities for social interaction. In addition to opportunities for employment or volunteer work, families may explore community activities, such as exercise opportunities, shopping outings, and field trips to points of interest. Opportunities to meet and interact with peers is also critical. Oftentimes, the community parks and rec programs may offer adaptive programs that can help fill this gap. Community organizations which target different populations, such as United Cerebral Palsy, Autism Speaks, or the National Down Syndrome Society may offer different social groups or outings through local chapters. Adult day programs may also be appropriate to explore.
Brokerage Support Services are in-home or other personal supports that assist an individual to live with family and to fully participate in community life. Brokerages provide funding and services for adults who live at home, so that they may continue to fully participate in their community. Brokerages are run on a state-by-state basis, and may not be available in all states.
Very often, conversations between parents, providers, and schools focus on the “here and now” -- planning therapy goals, determining what levels of support are appropriate, integrating these into our daily lives in a functional way. But what happens after high school? This collection of posts explores some of the issues around transition.
Under IDEA, a transition plan should be in place by the time a person turns 16, but starting early can ensure a good plan is in place. Key components of comprehensive transition plans address the following aspects of an individual's life:
The following are a list of helpful resources which can provide some starting information for families beginning to explore this topic:
The Center for Parent Information and Resources provides helpful starting information.
PACER's National Parent Center on Transition and Employment provides a wealth of information on their main website regarding planning for individuals of all abilities, as well as an orientation guide entitled, \"Where Do We Start?\"
Got Transition? focuses on assisting families with the transition from pediatric to adult health care.
Autism Speaks created a Transition Toolkit to help guide families through this process. The guide is available to download and online for free; a hard copy may be ordered through their store.
The US Department of Education provides a transition guide which provides general information regarding Postsecondary Education and Employment for Students and Youth with Disabilities.
","userID":67462,"timestamp":"2018-08-06T20:02:45.687","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":18192,"title":"Transition to Adulthood; General Guidelines and Resources for Families","body":"Very often, conversations between parents, providers, and schools focus on the “here and now” -- planning therapy goals, determining what levels of support are appropriate, integrating these into our daily lives in a functional way. But what happens after high school? This collection of posts explores some of the issues around transition.
Under IDEA, a transition plan should be in place by the time a person turns 16, but starting early can ensure a good plan is in place. Key components of comprehensive transition plans address the following aspects of an individual's life:
The following are a list of helpful resources which can provide some starting information for families beginning to explore this topic:
The Center for Parent Information and Resources provides helpful starting information.
PACER's National Parent Center on Transition and Employment provides a wealth of information on their main website regarding planning for individuals of all abilities, as well as an orientation guide entitled, \"Where Do We Start?\"
Got Transition? focuses on assisting families with the transition from pediatric to adult health care.
Autism Speaks created a Transition Toolkit to help guide families through this process. The guide is available to download and online for free; a hard copy may be ordered through their store.
The US Department of Education provides a transition guide which provides general information regarding Postsecondary Education and Employment for Students and Youth with Disabilities.
","userID":67462,"timestamp":"2018-08-06T20:03:41.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5996,"postID":18192,"userID":68795,"timestamp":"2018-08-27T21:59:38.337"},{"starID":6002,"postID":18192,"userID":67462,"timestamp":"2018-11-09T22:05:20.373"}],"PostCollectionItems":[{"collectionItemID":407,"collectionID":156,"postID":18192,"quote":"This post provides some basic information and guidelines about preparing for the transition to adulthood."}]},{"postID":18620,"title":"Employment and Community Involvement","body":"What happens after high school, and what kinds of opportunities are available for individuals after they leave a supported school system is a big question on a lot of families' minds. This article, entitled Escaping the Disability Trap highlights some of the challenges around these issues, particularly as they relate to job training and future employment opportunities.
Vocational plans should focus on each individual’s strengths and interests and work towards providing them with opportunities to be active outside the home on a regular basis. For additional information on vocational training, families may investigate their state’s Office of Vocational Rehabilitation Services, or ask their Developmental Disabilities caseworker for assistance.
Often, moving out of a school system means moving beyond structured opportunities for social interaction. In addition to opportunities for employment or volunteer work, families may explore community activities, such as exercise opportunities, shopping outings, and field trips to points of interest. Opportunities to meet and interact with peers is also critical. Oftentimes, the community parks and rec programs may offer adaptive programs that can help fill this gap. Community organizations which target different populations, such as United Cerebral Palsy, Autism Speaks, or the National Down Syndrome Society may offer different social groups or outings through local chapters. Adult day programs may also be appropriate to explore.
Brokerage Support Services are in-home or other personal supports that assist an individual to live with family and to fully participate in community life. Brokerages provide funding and services for adults who live at home, so that they may continue to fully participate in their community. Brokerages are run on a state-by-state basis, and may not be available in all states.
Recently, in my clinical practice, we have experienced a significant increase in the number of immigrant and refugee families and clients from the Middle-East. These families present with unique cultural backgrounds and require special consideration when providing speech-language pathology services. In the following series of blog-posts I will be sharing information based on linguistic, cultural, and religious differences, as well as the various augmentative and alternative communication (AAC) options for Arab clients with complex communication needs. This information was made available through published articles, various reviewed websites, and my own personal experience as an Arab-American and speech and language pathologist. The information I share with you may not be directly applicable to all families and clients you work with, though may provide you with foundational cultural considerations when working with this clientele.
","userID":46762,"timestamp":"2018-09-17T04:06:44.447","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1597,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":46762,"userName":"Diana Deaibes","email":"dianadeaibes@yahoo.com","photo":"/Uploads/photo_46762.jpg","firstName":"Diana","lastName":"Deaibes","city":"Portland","stateID":"OR","bio":"Diana Deaibes is a Speech-Language Pathologist at Shriners Hospitals for Children in Portland, Oregon. She received her Bachelor of Science in Psychology at Madonna University in Livonia, Michigan and completed her Master’s in Speech and Language Pathology at New York Medical College in Valhalla, New York. Diana is bilingual in Arabic and English languages and has a passion for working with patients and families from linguistically and culturally diverse backgrounds. Diana currently serves as an AAC specialist providing services to children with complex communication needs. She is a member of the Assistive Technology team at Shriners Hospitals for Children. Diana is also a member of SABOR at Portland State University, a group of speech language pathologists advocating for bilingualism in the state of Oregon.","lastLogin":"2017-11-01T17:02:50.36","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-30T23:19:40.957","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":46008,"userID":46762,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":46762,"userName":"Diana Deaibes","email":"dianadeaibes@yahoo.com","photo":"/Uploads/photo_46762.jpg","firstName":"Diana","lastName":"Deaibes","city":"Portland","stateID":"OR","bio":"Diana Deaibes is a Speech-Language Pathologist at Shriners Hospitals for Children in Portland, Oregon. She received her Bachelor of Science in Psychology at Madonna University in Livonia, Michigan and completed her Master’s in Speech and Language Pathology at New York Medical College in Valhalla, New York. Diana is bilingual in Arabic and English languages and has a passion for working with patients and families from linguistically and culturally diverse backgrounds. Diana currently serves as an AAC specialist providing services to children with complex communication needs. She is a member of the Assistive Technology team at Shriners Hospitals for Children. Diana is also a member of SABOR at Portland State University, a group of speech language pathologists advocating for bilingualism in the state of Oregon.","lastLogin":"2017-11-01T17:02:50.36","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-30T23:19:40.957","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":46008,"userID":46762,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":410,"collectionID":157,"postID":19230,"quote":"Although the family and I both speak Arabic, we come from different Middle Eastern countries and speak a varied dialect of Arabic. Not only do differing dialects make implementing therapy in Arabic challenging, it also requires me to collaborate with the families more especially when creating light-tech AAC tools or recording into the client's mid-tech AAC device. ","Post":{"postID":19230,"title":"Understanding the Dialectical Variations of the Arabic Language and Implications for Treatment","body":"The majority of the clientele I work with come from a primarily monolingual English speaking family. Occasionally, I work with clients from a bilingual family who speak both, English and Spanish languages. Every once in a while, I get the pleasure of working with clients from a monolingual Arabic-speaking family who present with complex communication needs. This is particularly exciting for me being that I am a bilingual speech-language pathologist who is fluent in spoken Arabic and English languages. Depending on the family’s preference, I implement the therapy session in Arabic while simultaneously speaking in English as well.
I once worked with a young girl who presented with complex communication needs whose family were monolingual Arabic speakers. Her parents’ main goal was for their daughter to be able to express her basic wants and needs effectively and identify body parts to be able to indicate where she is experiencing pain or discomfort. During a play activity with Mr. Potato Head, I modeled body parts in Arabic by pointing to Mr. Potato head’s eyes and said “3un”, pointing to his hands and said “edan”, pointing to his mouth and said “tum”. My client’s mother quickly corrected me and said that the family says “helek” to express “mouth”. After pointing to the nose and saying “monkhar”, her mother again corrected me and indicated that the family refers to the nose as “anef” instead of “monkhar”. Although the family and I both speak Arabic, we come from different Middle Eastern countries and speak a varied dialect of Arabic. Not only do differing dialects make implementing therapy in Arabic challenging, it also requires me to collaborate with the families more especially when creating light-tech AAC tools or recording into mid-tech AAC devices for the client.
In the Pacific Northwest, many of my colleagues are unaware that there are a variety of dialects of Arabic. Our clinicians are more familiar with serving clients from Spanish-speaking families. Some of my colleagues are bilingual in Spanish, and I often make the comparison that a Spanish-speaking family from Cuba may use different vocabulary or phrases compared to Spanish-speaking families from Honduras. In the same way, Arabic-speakers with an Iraqi dialect are more difficult for me to understand compared to Arabic-speakers with a Lebanese dialect which I am most familiar with.
Various dialects also have significant implications for Arabic interpreters. It is essential that Arabic interpreters are familiar with the dialect of the family you are working with. I have had experiences working with Arabic interpreters who do not speak the same dialect as the family which resulted in occasional communication breakdown. When requesting an interpreter, it is important to identify the country of origin of the client and their family to ensure the interpreter is familiar with that dialect.
Where do people speak Arabic?
The Arab world consists of 22 countries in the Middle East and North Africa including Algeria, Bahrain, the Comoros Islands, Dijbouti, Egypt, Jordan, Iraq, Kuwait, Lebanon, Libya, Morocco, Mauritania, Oman, Palestine, Quatar, Saudia Arabia, Somalia, Sudan, Syria, Tunisia, Yemen, and the United Arab Emirates. The primary language spoken in these countries is Arabic. Arabic is also an important language in many countries bordering the Arab world, including Ethiopia, Chad, Niger, Mali, and Somalia. As Arab families relocate to other parts of the world, you will find Arabic being spoken in various countries all over the world including: Europe, North America and South America. There are various dialects of spoken Arabic which makes the application of a Arabic language in AAC systems challenging. Not every family you may work with will speak the same dialect of spoken Arabic. According to MyEasy Arabic (n.d.), spoken Arabic can be broadly categorized into the following dialectical groups:
· North African Arabic (Morocco, Algeria, Tunisia and Libya)
· Hassaniya Arabic (Mauritania)
· Egyptian Arabic
· Levantine Arabic (Lebanon, Syria, Jordan and Palestine)
· Iraqi Arabic
· Gulf Arabic (Kuwait, Bahrain, Qatar, the U.A.E. and Oman)
· Hejazi Arabic (Western Saudi Arabia)
· Najdi Arabic (Central Saudi Arabia)
· Yemeni Arabic (Yemen & southwestern Saudi Arabia)
Are there significant differences between the various dialects of Arabic?
Dialectal differences are observed between cities, regions, and countries. The further one country is from the other, the bigger the dialectal difference is. Variations are noted in their vocabulary, pronunciation, and formality. Modern standard Arabic is a formal dialect of Arabic which is widely used and understood among many countries in the Arab nation. It is used in television shows, news, movies, and books/articles. However, most families use an informal Arabic dialect when speaking Arabic in their home and in their community. This informal dialect is essential to consider when designing AAC systems for Arabic speakers. A client using a formal dialect of Arabic may experience difficulty understanding their peer who is using an informal dialect of Arabic. AAC social competencies requires understanding of the degree of formality based on the receiving audience. These dialectical differences are important to keep in mind when providing speech and language therapy to your client. This is why it may be challenging to find an Arabic language layout in an AAC system. It is challenging to create Arabic layouts which will support all the Arabic dialects. Many of these AAC systems must customized to support your client’s dialect and language formality used in the home.
References and Works Consulted:
ASHA (n.d.). Cultural Competence. Retrieved September 15, 2018, from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935230§ion=Key_Issues
Cumoletti, M. & Batalova, J. (January, 2018). Middle eastern and north African immigrants in the United States. Migration Information Source. Retrieved September 15, 2018, from https://www.migrationpolicy.org/article/middle-eastern-and-north-african-immigrants-united-states.
What is Spoken Arabic / the Arabic Dialects? (n.d.). Retrieved September 15, 2018, from http://www.myeasyarabic.com/si...
Many Arab families I work with practice the religion of Islam; however, some families practice Christianity. It is important to know that not all Arabs are Muslims. For the families who are Muslims and engage in religious practices, they may ask their clinicians to include the language necessary for their child to participate in prayer and other religious services using their AAC system. In this blog post, I will be reviewing a few of the prominent religious holidays and observances of the Islamic faith. Being familiar with these religious holidays and observances may be important to know when providing treatment for Arab Muslim clients with complex communication needs to increase participation opportunities within their community.
Ramadan and Eid al-Fitr
In the Islamic faith, adults and children as young as 9 years old fast during the month of Ramadan. Ramadan is a month-long period of praying, fasting from sunrise to sunset (no food or drinks), reading the Qur’an, donating and giving to charity. Ramadan begins during the 9th month in the Islamic calendar.
During the month of Ramadan, many Muslim families will also attend special services at the Mosque in which the Qur'an is recited through special prayers. For some Arab families who practice the Islamic religion, recording these prayers into their child’s AAC system may increase their child’s ability to participate in these special services. It is important not to assume that all Arab clients and families are religious. Including important religious sayings and prayers in a client’s AAC system would be dependent on the client’s interest and preferences. If this is of importance to the client and their family, it is likely they will let their clinician know.
The end of Ramadan is marked with a celebration known as the “Eid” or the “Eid al-Fitr”. This celebration represents the end of fasting. Many families celebrate the Eid by dressing in their best outfits, visiting extended family members, gathering during meal time, exchanging gifts of money, toys, and clothes. During the Eid, families will likely say to one another: “Kul Eid Wa-entah be-khair” or “Eid Mubarak” which means, “I wish you good health every holiday”. Just as it is important for some clients to have access to various holiday sayings and well wishes including, “Merry Christmas” or “trick or treat”, “Eid Mubarak” may be important for an Arab client (of all ages) to have available in their AAC system to express to family members and friends during the Eid celebration.
To read more about Ramadan, Eid al-Fitr and Eid al-adha, refer to these resources:
https://www.aljazeera.com/indepth/features/2016/07/eid-al-fitr-160701164352978.html
https://www.livescience.com/61815-what-is-ramadan.html
https://www.thesun.co.uk/news/...
Ashura
Ashura is a major religious commemoration in the Islamic faith. It is a week of remembrance held every 10th day of the first month of the Arabic calendar. For the Muslims who identify with the Shi’a group, Ashura is a week of sorrow and mourning the loss of Prophet Mohammad’s grandson, Hussein. During this week of Ashura, Shi’a Muslims do not listen to music, dress in colorful clothing, or partake in any activities of celebration. For Muslims who identify with the Sunni group, they may also spend the week of Ashura mourning the loss Hussein as well as fasting. If you are working with a practicing Muslim family, they may ask that you do not play music during the therapy treatment. If you are working with an older child who participates in prayer services at the Mosque, including the Islamic prayers in their AAC system may be of importance to your client and their family.
To learn more about the Ashura observance, refer to this resources:
https://www.thoughtco.com/the-...
http://aglobalworld.com/holidays-around-the-world/ashura-islam/
“I wonder why the family has more than one child with a disability.”
“Her mother wouldn’t shake my hand when I tried greeting her in the lobby.”
“The family invited me over for dinner after work. How do I say ‘no’ without offending them?”
As an Arab-American speech and language pathologist, my colleagues often ask me questions about the traditional Middle Eastern culture in attempt to have a better understanding of the clients and families they work with. I have also advised colleagues on how to improve their interactions with their clients, such as when I observed a colleague attempt to greet a family member of the opposite sex with a handshake, and observed the Arab family member kindly place their hand over their heart and bow. There are various differences between the Arab and American cultures beyond greetings. Taking the time to educate yourself on the Arab culture will allow you to build rapport with your families.
Marriage within the Family
There are many differences between Arab and American cultures. These differences extend from traditions, social interactions, and marriage practices. For example, in some places in the Middle East, it is not a social taboo for an Arab man and woman from the same family to enter into a consanguineous marriage (Obeidat,Khadar, Omarin, Kassawneh, & Omari, 2010; Pedersen, 2002; Grant & Bittles, 1997). Men and women in the Middle East marry first or second cousins for various reasons. Some believe in marrying within the family to expand the number of family members with the same surname. Others may marry within the family because they have in depth knowledge regarding the partner’s reputation and their family values. Marrying within the family may also ensure that property and businesses remain within the family. It is well known that having children within the family increases the chances of having children with genetic disorders (Morton, 1958). For this reason, the tradition of marrying within the family is likely to fade; however, in some Middle Eastern countries, families may still follow this tradition (Hosseini-Chavoshi, Abbasi, Shavazi, & Bittles, 2014). Due to immigration and relocation of refugees from the Middle East to the United States, you may at some point work with an Arab client born from a consanguineous marriage.
Communication Style and Personal Space
Communication styles differ across Arab and American cultures. For example, the concept of personal space in Arab families is different from that of mainstream culture in the United States. In general, most Arabs tend to stand closer to their communication partner of the same sex. It is not uncommon for men to set their hands on each other’s shoulders, or for two females engaging in conversation to stand within close proximity and use gestures including touching the other’s hand during conversation. Much greater distance is expected between members of the opposite sex including married couples. In Arabic culture, a man should not stand too close, stare at, or touch a woman in public. Even a slight touch on the woman’s back or arm is considered inappropriate for many conservative Arab families (Feghali, 1997). When working with Arab families, it may be safest to assume that your Arabic client’s family follows this rule, especially females who wear a hijab (head covering).
Hospitality
Social interactions with treating clinicians also present differences between Arabic and American cultures. Many Arab families enjoy inviting guests over for dinner, and it is common for Arab families to invite their treating clinician. In the Arab culture, it may be considered offensive if you decline an invitation. If this occurs with a family you are working with, it will be important to explain to the family the reasons for declining their dinner invitation. In most work places, there may be policies related to conflicts of interest and rules against meeting your clients and their families outside of therapy. In this scenario, keeping an open dialogue with the family will create a better understanding which will allow formal work relations to resume.
References and Works Consulted:
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
Grant, J. C. & Bittles, A. H. (1997). The comparative role of consanguinity in infant and childhood mortality in Pakistan. Annals of Human Genetics, 61(part 2), 143-149.
Hosseini-Chavoshi, M., Abbasi-Shavazi, M. J., & Bittles, A. H. (2014). Consanguineous marriage, reproductive behavior, and postnatal mortality in contemporary Iran. Human Heredity, 77, 16-25.
Keeping it in the family. (2016, February 25). Retrieved September 15, 2018, from https://www.economist.com/middle-east-and-africa/2016/02/25/keeping-it-in-the-family
Lipson, J. G., & Meleis, A. I. (1983). Issues in the health care of Middle Eastern patients. The Western Journal of Medicine, 139(6), 50-57.
Morton, N. E. (1958). Empirical risks in consanguineous marriages: Birth weight, gestation time, and measurements of infants. American Journal of Human Genetics, 10(3), 344-349
Obediat, B. R., Khadar, Y. S., Omarin, Z. O., Kassawneh, M., & Omari, M. A. (2010). Consanguinity and adverse pregnancy outcomes: The north of Jordan experience. Maternal and Child Health Journal, 14(2), 283-289.
Pederson, J. (2002). The influence of consanguineous marriage on infant and child mortality among Palestinians in the West Bank and Gaza, Jordan, Lebanon, and Syria. Community Genetics, 5, 178-181.
Why do some Arab parents not engage in floor play with their children?
In my clinical practice, I participated in an interdisciplinary evaluation with colleagues from occupational and physical therapy. We were evaluating a young child with her family who recently immigrated to the United States from the Middle East. During our evaluation, we took the child and her family into a gym area and our occupational and physical therapist began working with the child on the floor. My colleagues invited the child’s parents to join us on the floor and were left confused when the parents chose to remain standing. After the evaluation, I explained to my colleagues the various cultural and religious reasons why this family may have chosen to avoid participating in floor play.
For conservative Arab families who practice the religion of Islam, removing shoes, wearing clean clothes, and keeping the body clean is of utmost importance in preparation for prayer. Practicing Muslims typically pray five types per day. It is unlikely a practicing Muslim adult will sit on the floor with their children in a room that has been walked on with shoes for the reason that the floor would be considered “unclean” for the Islamic standards of being “pure” for prayer.
While not all Arab families practice the religion of Islam and follow these practices, there are other Arab families who may not engage in floor play for other reasons. Some Arab families may not engage in floor play with their children simply because it is not something they have experienced as children or observed within their community.
When we are working with Arab families and their children, it may be important to ask the family where they prefer to sit during the evaluation and provide them with the option to sit in a chair if the family does not want to sit on the floor. It may also be appropriate to ask the family where their child plays in the home and who typically plays with the child in order to provide that person with additional training. Identifying an appropriate location (i.e., table versus floor) for intervention to occur and family’s roles is essential to ensure that the activities targeted during therapy can be successfully carried over to settings beyond the therapy room.
Works Consulted:
Why do Muslims take off their shoes? (2010, December 14). Retrieved September 22, 2018, from https://www.knowswhy.com/why-do-muslims-take-off-their-shoes/
The Communication Matrix expresses that conventional gestures may be unique to the culture in which they are used. When working with Arab clients and their families, it is important to be aware of conventional and unconventional gestures within the Arab community. In my clinical practice, I once worked with a school aged girl from Syria who presented with complex communication needs. Her primary means of communicating was through the use of gestures, predominately pointing. During our sessions, I taught her and her parents a few simple signs including the sign for “more”, “all done”, “open”, “close” and “thank you.” However, when I modeled the sign for “please”, her mother immediately protested against it. She indicated she did not want her daughter to rub on her chest as it would be perceived as inappropriate to their family and friends. As speech-language pathologists, we must be open-minded and ready to make changes that will work for our patients and their families, especially when working with clients from culturally and linguistically diverse backgrounds. In some cases, clinicians and families may have to collaboratively develop idiosyncratic gestures to replace socially regulated signs (e.g., “please”).
There are a number of conventional gestures that are unique to Arab communities. Below are a few examples of gestures that are frequently used among individuals of the Arab culture and examples of gestures that are deemed inappropriate or offensive. It is important to be aware of these gestures when implementing No-tech AAC. If you are unsure if a gesture is appropriate for your client, it is okay to ask their family.
Conventional gestures used in the Arab community
· When greeting members of the opposite sex, placing the right palm on the chest and bowing head down means “hello”.
· When greeting members of the same sex, shaking hands with the right hand along with 2-3 kisses, on each side of the cheek is a common greeting.
· A quick head nod upwards accompanied by a click of the tongue implies “no”, “unlikely”, or “what you are saying is false”.
· Students raise their index finger in a classroom to request for attention versus raising their whole hand.
· Tapping right hand on the head and saying “3ala Rasi” literally means “on my head” which is an expression of gratitude or it can mean “It’s my obligation” or “On my list of things to accomplish”.
· Holding the fingers in a pear shaped configuration with the tips pointing upwards and moving the hand slightly up and down signals “wait a minute”, slow down” or “be careful”.
· Biting on your bottom lip and raising of the eyebrows suggests that someone did something shameful.
· Flicking the right thumbnail on front teeth can be translated to mean “I have no money”.
Gestures deemed inappropriate in the Arab community
· Men and Women shaking hands or standing too close to one another is inappropriate.
· Crossing your legs and showing the soles of your shoes, especially when it’s facing others is considered rude and insulting.
· Kissing in public, holding hands, or any public display of affection between a man and a woman is inappropriate and culturally unacceptable.
· Using the left hand to shake hands, self-feed, or handing things to someone may be offensive as the left hand is traditionally seen as unclean because it is associated with cleaning yourself after using the bathroom. Many children who begin coloring or writing using their left hand are immediately encouraged by family members to use their right hand.
· In some Middle Eastern countries, giving someone a thumb’s up sign is considered an insult.
· Signing “please” may be inappropriate for females as it would involve touching their chest.
For more information, please refer to these works consulted:
Arabic gestures. (2010). Retrieved September 15, 2018, from https://www.theguardian.com/travel/gallery/2010/feb/07/arabic-gestures
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
How to be respectful to the Arab culture. (n.d.). Retrieved September 15, 2018, from https://respecingarabculture.weebly.com/body-language.html
In my practice, I once worked with a pediatric Arab client with complex communication needs who was utilizing a “first, then” visual schedule on a horizontal board that included light tech symbols of our activities. Using the Arabic language, I asked her to point to the first activity we were doing. She pointed to the symbol on the right first. It is important to know that Arabic script is written from right to left. This may be confusing when asking a child to point to the “first” activity (or symbol) on a page. When utilizing visual schedules, it may be helpful to present the layout in a vertical format. This is also important to be aware of when you are working with Arab clients on sequencing using picture symbols or following directions during play activities using visual prompts.
When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. This is particularly important for more abstract icons for which icon meaning is not easily interpreted. Including both texts will reduce ambiguity and enable the client to utilize their light-tech system across all environments. When creating light-tech tools (e.g., communication books, activity specific pages, visual schedules, and Picture Exchange Communication Systems), it is encouraged that you collaborate with the family to identify their literacy skill level; if the family is able to write and read Arabic, the family may be able to write the Arabic text on the icon. If you are creating light-tech tools and the family is not present, it is ideal to work with an Arabic interpreter. If an Arabic interpreter is not present, I found have google translate to be helpful for translating the selected vocabulary in Arabic. The translation should be verified with an Arabic interpreter or with the caregivers prior to implementation.
Below are examples of light-tech AAC symbols and activity specific pages I found on www.boardmakeronline.com. Unfortunately, Arabic text is not currently supported on Boardmaker and you cannot insert the Arabic text directly while working on the program. Thus, family or caregivers will have to manually write the text on the printed symbols. After downloading shared activity pages on the Boardmaker website, I reduce the size of the images and create space for the printed word to be written on the bottom of each symbol.
Tobii Dynavox has provided a light tech communication board in English and Arabic, which may be helpful when working with Arab clients and families. This light tech tool can be found here: http://tdvox.web-downloads.s3.amazonaws.com/Boardmaker/refugeeboards/TobiiDynavox-communicationboard-arabic-english.pdf
If you know of any light-tech AAC tools which include English and Arabic text, please feel free to share.
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I recently created a new page set on Boardmaker in which I mirrored a core word display. On this array of 32 buttons, I had a semantic-syntactic vocabulary organization including pronouns (on the far left), then actions, and then objects. In the middle of the AAC tool, I mirrored the display (recall from the previous post that Arabic text reads from right to left) such that pronouns were on the far right, then actions, and then objects closer to midline. The result allows clients access to both, Arabic and English languages and allows them to engage in code switching between the languages. This is more easily implemented on AAC tools which offer large array sizes (e.g., 16+), but may be challenging to implement when working with a smaller array. The video below is a demonstration of a Tech-Speak device with a mirrored core vocabulary page.
When working with a limited array of buttons on an AAC tool or a single- or multi-message recordable tool, it is ideal to have different levels to work with. For example, the Step-By-Step Little with Levels allows you to record a sequence of messages one at a time in the primary language (e.g., Arabic). By changing to a different level, the same interpreted sequence of messages can also be recorded one at a time in the secondary language (e.g., English). This can allow the tool to be easily used in similar contexts with different communication partners who speak different languages. It may be helpful to place a sticker indicating which level contains pre-recorded messages in Arabic and which level contains pre-recorded messages in the English language.
For single-level AAC tools with limited arrays, it may be most appropriate to record both the spoken Arabic and English message. It is important to note that it is not common for typically developing bilingual children to repeat each word in English and their primary language while completing a sentence (e.g., I ana want badeh a banana mawzeh). Thus, using pre-stored phrases may be most appropriate to support overall participation, with light-tech tools to support continued language learning.
There are various mid-tech AAC options for Arab clients with complex communication needs. In my experience, I have found that my clients and their families prefer mid-tech AAC devices for several reasons. Some families feel that mid-tech devices are easier to program and implement at home compared to high-tech AAC devices that may require more parent training and time to learn. Other families particularly like the capability of pre-recording messages using their Arabic dialect and accent, which may be more challenging to find on high-tech AAC systems. Another benefit of using mid-tech devices with clients of a bilingual backgrounds is that the language layouts are easy to change. This capability makes it easier for clients to use their mid-tech device to communicate using the English language in school with their teacher and peers and using the Arabic language at home with their family.
Some mid-tech AAC devices that have benefited my Arab clientele include the following:
· GO TALK
· Quick Talker
· Tech/Speak
· Step-by-step with levels
· Logan ProxTalker + Arabic Tags
When using a mid-tech device with limited vocabulary space such as a Go Talk 9, it may be beneficial to include English and Arabic text on the same symbol while recording the voice output in English on one level and in Arabic on another level. This will allow the client to use the same vocabulary in either language. The video below is a demonstration of a GO TALK 9+ device being used with both languages.
Logan Tech company offers a mid-tech device called the Prox Talker which supports various languages including Arabic. This modular AAC device uses RFID (radio frequency identification) to read picture symbols and produce a voice output. To trigger a voice output, your client must place the picture symbol (or “tag) on any one of the 5 buttons available on the device and push down on the button. This tool can be used to express single words or it can be used to generate a sentence up to 4-5 words. The symbols provide culturally sensitive images and Arabic text on each one. Below is a demonstration of a Prox Talker being used with Arabic symbols.
What mid-tech tools have you found to be helpful for your bilingual clients? If you have any resources, please share.
References:
Marian, V., Faroqui-Shah, Y., Kaushanskaya, M., Blumenfeld, H. K., & Sheng, L. (2009). Bilingualism: Consequences for Language, Cognition, Development, and the Brain. The ASHA Leader, 14(13), 10-13. doi: 10.1044/leader.FTR2.14132009.10.
The demand for high-tech AAC with a robust Arabic language system is growing. Being that I am an Arab-American speech and language pathologist, I am occasionally asked if I am aware of any high-tech AAC systems that support the Arabic language. Unfortunately, most high-tech AAC tools do not yet provide support for this language, and would require extensive programming and voice digitization. After extensive research, I have found two tools currently available that offer a robust icon-based language systems that support the Arabic language. However, there may still be tools that I was unable to locate, and if anyone is aware of or becomes aware of such tools, please be certain to post the resource in the comments below.
TouchChat by Saltillo
In my clinical practice, I recently trialed the Arabic version of Multi Chat and Word Power language systems on the TouchChat application. TouchChat is a communication app that you can purchase on the iPad made by Saltillo for $299.99. The Arab language layout is a new add-on feature which includes high contrast symbols on a dynamic display for $49.99. There are several Arabic voices you may choose from for an additional cost ($11.99). In my review, I find the communication app to be useful for Arab clients with complex communication needs. The app provides language layouts in a variety of arrays from a visual field of 4 to a visual field of 20. The language systems are primarily phrase based and include a message bar at the top of the display. Multi Chat 15 in Arabic provides visual scene displays which can facilitate language learning for emerging communicators. Currently, the Arabic layout only provides the Arabic text and does not have English text included on the icons. This may create challenges in a school setting where the child would need to communicate in English to their teacher and peers. There may be a way to toggle between the English and Arabic languages by adding an “action” feature in the settings. This will allow the user to navigate between the Arabic language layout and the English language layout. This feature may help the user to maintain and develop their bilingual skills and use their communication app across all environments.
Grid 3 by Smartbox
Grid 3 is a robust language system that can be found on Grid Pad or Power Pad device from Smartbox. It is compatible and can be downloaded onto a PC. The Grid is also available in an app version which can also be purchased on an iPad. It supports the Arabic language layout. It presents as a dynamic display, very similar to Touch Chat. It can be purchased for a one-time fee of $349.99 or a monthly subscription of $9.99 per month. If you are interested in trialing it with a client, you can request for a free 30 day trial on their website.
If you are looking for an AAC app to support emerging communicators, there are a variety of different tools available that might be helpful. To support Arabic-speaking clients who might be able to use a static display with a grid vocabulary organization, Sounding Board and Go Talk Now are two apps that I have used. These apps allow you to take pictures of objects in the environment, you can digitize the voice of a caregiver or interpreter labeling the object. Go Talk Now may also be appropriate to use as a dynamic display with larger arrays. Go Talk Now currently offers some Arabic language support primarily through the iOS. By changing the default language to Arabic through the iOS settings, Go Talk Now will automatically translate most of the typed text and will speak in Arabic. However, not all of the words can be translated into Arabic.
Tap Speak Sequence and Pictello are similar apps to support story-telling. These apps allow you to upload pictures and allow you to record a caregiver or interpreter’s voice. Clinicians should review some of the previous topics discussed on the mid-tech post, with particular attention to considerations for single- or -multi-message tools with multiple levels, as the considerations are applicable to high-tech tools as well.
There also exist some text-based iPad apps which support the Arabic language, though I do not have direct experience with using the Arabic language features in these tools as they have not been appropriate for my clients. Proloquo4text reportedly supports an Arabic keyboard and supports word prediction. Similarly, Predictable also supports an Arabic keyboard by changing the keyboard settings through the iOS (must change the keyboard to the Apple keyboard). Unfortunately, in my trials of this tool, doing so lost the word prediction functionality. Clinicians are encouraged to pursue their own trials of these tools before recommending them to their clients.
If you have any resources to share that support the Arabic language, please share in the comment section.
Recently, in my clinical practice, we have experienced a significant increase in the number of immigrant and refugee families and clients from the Middle-East. These families present with unique cultural backgrounds and require special consideration when providing speech-language pathology services. In the following series of blog-posts I will be sharing information based on linguistic, cultural, and religious differences, as well as the various augmentative and alternative communication (AAC) options for Arab clients with complex communication needs. This information was made available through published articles, various reviewed websites, and my own personal experience as an Arab-American and speech and language pathologist. The information I share with you may not be directly applicable to all families and clients you work with, though may provide you with foundational cultural considerations when working with this clientele.
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I once worked with a young girl who presented with complex communication needs whose family were monolingual Arabic speakers. Her parents’ main goal was for their daughter to be able to express her basic wants and needs effectively and identify body parts to be able to indicate where she is experiencing pain or discomfort. During a play activity with Mr. Potato Head, I modeled body parts in Arabic by pointing to Mr. Potato head’s eyes and said “3un”, pointing to his hands and said “edan”, pointing to his mouth and said “tum”. My client’s mother quickly corrected me and said that the family says “helek” to express “mouth”. After pointing to the nose and saying “monkhar”, her mother again corrected me and indicated that the family refers to the nose as “anef” instead of “monkhar”. Although the family and I both speak Arabic, we come from different Middle Eastern countries and speak a varied dialect of Arabic. Not only do differing dialects make implementing therapy in Arabic challenging, it also requires me to collaborate with the families more especially when creating light-tech AAC tools or recording into mid-tech AAC devices for the client.
In the Pacific Northwest, many of my colleagues are unaware that there are a variety of dialects of Arabic. Our clinicians are more familiar with serving clients from Spanish-speaking families. Some of my colleagues are bilingual in Spanish, and I often make the comparison that a Spanish-speaking family from Cuba may use different vocabulary or phrases compared to Spanish-speaking families from Honduras. In the same way, Arabic-speakers with an Iraqi dialect are more difficult for me to understand compared to Arabic-speakers with a Lebanese dialect which I am most familiar with.
Various dialects also have significant implications for Arabic interpreters. It is essential that Arabic interpreters are familiar with the dialect of the family you are working with. I have had experiences working with Arabic interpreters who do not speak the same dialect as the family which resulted in occasional communication breakdown. When requesting an interpreter, it is important to identify the country of origin of the client and their family to ensure the interpreter is familiar with that dialect.
Where do people speak Arabic?
The Arab world consists of 22 countries in the Middle East and North Africa including Algeria, Bahrain, the Comoros Islands, Dijbouti, Egypt, Jordan, Iraq, Kuwait, Lebanon, Libya, Morocco, Mauritania, Oman, Palestine, Quatar, Saudia Arabia, Somalia, Sudan, Syria, Tunisia, Yemen, and the United Arab Emirates. The primary language spoken in these countries is Arabic. Arabic is also an important language in many countries bordering the Arab world, including Ethiopia, Chad, Niger, Mali, and Somalia. As Arab families relocate to other parts of the world, you will find Arabic being spoken in various countries all over the world including: Europe, North America and South America. There are various dialects of spoken Arabic which makes the application of a Arabic language in AAC systems challenging. Not every family you may work with will speak the same dialect of spoken Arabic. According to MyEasy Arabic (n.d.), spoken Arabic can be broadly categorized into the following dialectical groups:
· North African Arabic (Morocco, Algeria, Tunisia and Libya)
· Hassaniya Arabic (Mauritania)
· Egyptian Arabic
· Levantine Arabic (Lebanon, Syria, Jordan and Palestine)
· Iraqi Arabic
· Gulf Arabic (Kuwait, Bahrain, Qatar, the U.A.E. and Oman)
· Hejazi Arabic (Western Saudi Arabia)
· Najdi Arabic (Central Saudi Arabia)
· Yemeni Arabic (Yemen & southwestern Saudi Arabia)
Are there significant differences between the various dialects of Arabic?
Dialectal differences are observed between cities, regions, and countries. The further one country is from the other, the bigger the dialectal difference is. Variations are noted in their vocabulary, pronunciation, and formality. Modern standard Arabic is a formal dialect of Arabic which is widely used and understood among many countries in the Arab nation. It is used in television shows, news, movies, and books/articles. However, most families use an informal Arabic dialect when speaking Arabic in their home and in their community. This informal dialect is essential to consider when designing AAC systems for Arabic speakers. A client using a formal dialect of Arabic may experience difficulty understanding their peer who is using an informal dialect of Arabic. AAC social competencies requires understanding of the degree of formality based on the receiving audience. These dialectical differences are important to keep in mind when providing speech and language therapy to your client. This is why it may be challenging to find an Arabic language layout in an AAC system. It is challenging to create Arabic layouts which will support all the Arabic dialects. Many of these AAC systems must customized to support your client’s dialect and language formality used in the home.
References and Works Consulted:
ASHA (n.d.). Cultural Competence. Retrieved September 15, 2018, from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935230§ion=Key_Issues
Cumoletti, M. & Batalova, J. (January, 2018). Middle eastern and north African immigrants in the United States. Migration Information Source. Retrieved September 15, 2018, from https://www.migrationpolicy.org/article/middle-eastern-and-north-african-immigrants-united-states.
What is Spoken Arabic / the Arabic Dialects? (n.d.). Retrieved September 15, 2018, from http://www.myeasyarabic.com/si...
Many Arab families I work with practice the religion of Islam; however, some families practice Christianity. It is important to know that not all Arabs are Muslims. For the families who are Muslims and engage in religious practices, they may ask their clinicians to include the language necessary for their child to participate in prayer and other religious services using their AAC system. In this blog post, I will be reviewing a few of the prominent religious holidays and observances of the Islamic faith. Being familiar with these religious holidays and observances may be important to know when providing treatment for Arab Muslim clients with complex communication needs to increase participation opportunities within their community.
Ramadan and Eid al-Fitr
In the Islamic faith, adults and children as young as 9 years old fast during the month of Ramadan. Ramadan is a month-long period of praying, fasting from sunrise to sunset (no food or drinks), reading the Qur’an, donating and giving to charity. Ramadan begins during the 9th month in the Islamic calendar.
During the month of Ramadan, many Muslim families will also attend special services at the Mosque in which the Qur'an is recited through special prayers. For some Arab families who practice the Islamic religion, recording these prayers into their child’s AAC system may increase their child’s ability to participate in these special services. It is important not to assume that all Arab clients and families are religious. Including important religious sayings and prayers in a client’s AAC system would be dependent on the client’s interest and preferences. If this is of importance to the client and their family, it is likely they will let their clinician know.
The end of Ramadan is marked with a celebration known as the “Eid” or the “Eid al-Fitr”. This celebration represents the end of fasting. Many families celebrate the Eid by dressing in their best outfits, visiting extended family members, gathering during meal time, exchanging gifts of money, toys, and clothes. During the Eid, families will likely say to one another: “Kul Eid Wa-entah be-khair” or “Eid Mubarak” which means, “I wish you good health every holiday”. Just as it is important for some clients to have access to various holiday sayings and well wishes including, “Merry Christmas” or “trick or treat”, “Eid Mubarak” may be important for an Arab client (of all ages) to have available in their AAC system to express to family members and friends during the Eid celebration.
To read more about Ramadan, Eid al-Fitr and Eid al-adha, refer to these resources:
https://www.aljazeera.com/indepth/features/2016/07/eid-al-fitr-160701164352978.html
https://www.livescience.com/61815-what-is-ramadan.html
https://www.thesun.co.uk/news/...
Ashura
Ashura is a major religious commemoration in the Islamic faith. It is a week of remembrance held every 10th day of the first month of the Arabic calendar. For the Muslims who identify with the Shi’a group, Ashura is a week of sorrow and mourning the loss of Prophet Mohammad’s grandson, Hussein. During this week of Ashura, Shi’a Muslims do not listen to music, dress in colorful clothing, or partake in any activities of celebration. For Muslims who identify with the Sunni group, they may also spend the week of Ashura mourning the loss Hussein as well as fasting. If you are working with a practicing Muslim family, they may ask that you do not play music during the therapy treatment. If you are working with an older child who participates in prayer services at the Mosque, including the Islamic prayers in their AAC system may be of importance to your client and their family.
To learn more about the Ashura observance, refer to this resources:
https://www.thoughtco.com/the-...
http://aglobalworld.com/holidays-around-the-world/ashura-islam/
“I wonder why the family has more than one child with a disability.”
“Her mother wouldn’t shake my hand when I tried greeting her in the lobby.”
“The family invited me over for dinner after work. How do I say ‘no’ without offending them?”
As an Arab-American speech and language pathologist, my colleagues often ask me questions about the traditional Middle Eastern culture in attempt to have a better understanding of the clients and families they work with. I have also advised colleagues on how to improve their interactions with their clients, such as when I observed a colleague attempt to greet a family member of the opposite sex with a handshake, and observed the Arab family member kindly place their hand over their heart and bow. There are various differences between the Arab and American cultures beyond greetings. Taking the time to educate yourself on the Arab culture will allow you to build rapport with your families.
Marriage within the Family
There are many differences between Arab and American cultures. These differences extend from traditions, social interactions, and marriage practices. For example, in some places in the Middle East, it is not a social taboo for an Arab man and woman from the same family to enter into a consanguineous marriage (Obeidat,Khadar, Omarin, Kassawneh, & Omari, 2010; Pedersen, 2002; Grant & Bittles, 1997). Men and women in the Middle East marry first or second cousins for various reasons. Some believe in marrying within the family to expand the number of family members with the same surname. Others may marry within the family because they have in depth knowledge regarding the partner’s reputation and their family values. Marrying within the family may also ensure that property and businesses remain within the family. It is well known that having children within the family increases the chances of having children with genetic disorders (Morton, 1958). For this reason, the tradition of marrying within the family is likely to fade; however, in some Middle Eastern countries, families may still follow this tradition (Hosseini-Chavoshi, Abbasi, Shavazi, & Bittles, 2014). Due to immigration and relocation of refugees from the Middle East to the United States, you may at some point work with an Arab client born from a consanguineous marriage.
Communication Style and Personal Space
Communication styles differ across Arab and American cultures. For example, the concept of personal space in Arab families is different from that of mainstream culture in the United States. In general, most Arabs tend to stand closer to their communication partner of the same sex. It is not uncommon for men to set their hands on each other’s shoulders, or for two females engaging in conversation to stand within close proximity and use gestures including touching the other’s hand during conversation. Much greater distance is expected between members of the opposite sex including married couples. In Arabic culture, a man should not stand too close, stare at, or touch a woman in public. Even a slight touch on the woman’s back or arm is considered inappropriate for many conservative Arab families (Feghali, 1997). When working with Arab families, it may be safest to assume that your Arabic client’s family follows this rule, especially females who wear a hijab (head covering).
Hospitality
Social interactions with treating clinicians also present differences between Arabic and American cultures. Many Arab families enjoy inviting guests over for dinner, and it is common for Arab families to invite their treating clinician. In the Arab culture, it may be considered offensive if you decline an invitation. If this occurs with a family you are working with, it will be important to explain to the family the reasons for declining their dinner invitation. In most work places, there may be policies related to conflicts of interest and rules against meeting your clients and their families outside of therapy. In this scenario, keeping an open dialogue with the family will create a better understanding which will allow formal work relations to resume.
References and Works Consulted:
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
Grant, J. C. & Bittles, A. H. (1997). The comparative role of consanguinity in infant and childhood mortality in Pakistan. Annals of Human Genetics, 61(part 2), 143-149.
Hosseini-Chavoshi, M., Abbasi-Shavazi, M. J., & Bittles, A. H. (2014). Consanguineous marriage, reproductive behavior, and postnatal mortality in contemporary Iran. Human Heredity, 77, 16-25.
Keeping it in the family. (2016, February 25). Retrieved September 15, 2018, from https://www.economist.com/middle-east-and-africa/2016/02/25/keeping-it-in-the-family
Lipson, J. G., & Meleis, A. I. (1983). Issues in the health care of Middle Eastern patients. The Western Journal of Medicine, 139(6), 50-57.
Morton, N. E. (1958). Empirical risks in consanguineous marriages: Birth weight, gestation time, and measurements of infants. American Journal of Human Genetics, 10(3), 344-349
Obediat, B. R., Khadar, Y. S., Omarin, Z. O., Kassawneh, M., & Omari, M. A. (2010). Consanguinity and adverse pregnancy outcomes: The north of Jordan experience. Maternal and Child Health Journal, 14(2), 283-289.
Pederson, J. (2002). The influence of consanguineous marriage on infant and child mortality among Palestinians in the West Bank and Gaza, Jordan, Lebanon, and Syria. Community Genetics, 5, 178-181.
“I wonder why the family has more than one child with a disability.”
“Her mother wouldn’t shake my hand when I tried greeting her in the lobby.”
“The family invited me over for dinner after work. How do I say ‘no’ without offending them?”
As an Arab-American speech and language pathologist, my colleagues often ask me questions about the traditional Middle Eastern culture in attempt to have a better understanding of the clients and families they work with. I have also advised colleagues on how to improve their interactions with their clients, such as when I observed a colleague attempt to greet a family member of the opposite sex with a handshake, and observed the Arab family member kindly place their hand over their heart and bow. There are various differences between the Arab and American cultures beyond greetings. Taking the time to educate yourself on the Arab culture will allow you to build rapport with your families.
Marriage within the Family
There are many differences between Arab and American cultures. These differences extend from traditions, social interactions, and marriage practices. For example, in some places in the Middle East, it is not a social taboo for an Arab man and woman from the same family to enter into a consanguineous marriage (Obeidat,Khadar, Omarin, Kassawneh, & Omari, 2010; Pedersen, 2002; Grant & Bittles, 1997). Men and women in the Middle East marry first or second cousins for various reasons. Some believe in marrying within the family to expand the number of family members with the same surname. Others may marry within the family because they have in depth knowledge regarding the partner’s reputation and their family values. Marrying within the family may also ensure that property and businesses remain within the family. It is well known that having children within the family increases the chances of having children with genetic disorders (Morton, 1958). For this reason, the tradition of marrying within the family is likely to fade; however, in some Middle Eastern countries, families may still follow this tradition (Hosseini-Chavoshi, Abbasi, Shavazi, & Bittles, 2014). Due to immigration and relocation of refugees from the Middle East to the United States, you may at some point work with an Arab client born from a consanguineous marriage.
Communication Style and Personal Space
Communication styles differ across Arab and American cultures. For example, the concept of personal space in Arab families is different from that of mainstream culture in the United States. In general, most Arabs tend to stand closer to their communication partner of the same sex. It is not uncommon for men to set their hands on each other’s shoulders, or for two females engaging in conversation to stand within close proximity and use gestures including touching the other’s hand during conversation. Much greater distance is expected between members of the opposite sex including married couples. In Arabic culture, a man should not stand too close, stare at, or touch a woman in public. Even a slight touch on the woman’s back or arm is considered inappropriate for many conservative Arab families (Feghali, 1997). When working with Arab families, it may be safest to assume that your Arabic client’s family follows this rule, especially females who wear a hijab (head covering).
Hospitality
Social interactions with treating clinicians also present differences between Arabic and American cultures. Many Arab families enjoy inviting guests over for dinner, and it is common for Arab families to invite their treating clinician. In the Arab culture, it may be considered offensive if you decline an invitation. If this occurs with a family you are working with, it will be important to explain to the family the reasons for declining their dinner invitation. In most work places, there may be policies related to conflicts of interest and rules against meeting your clients and their families outside of therapy. In this scenario, keeping an open dialogue with the family will create a better understanding which will allow formal work relations to resume.
References and Works Consulted:
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
Grant, J. C. & Bittles, A. H. (1997). The comparative role of consanguinity in infant and childhood mortality in Pakistan. Annals of Human Genetics, 61(part 2), 143-149.
Hosseini-Chavoshi, M., Abbasi-Shavazi, M. J., & Bittles, A. H. (2014). Consanguineous marriage, reproductive behavior, and postnatal mortality in contemporary Iran. Human Heredity, 77, 16-25.
Keeping it in the family. (2016, February 25). Retrieved September 15, 2018, from https://www.economist.com/middle-east-and-africa/2016/02/25/keeping-it-in-the-family
Lipson, J. G., & Meleis, A. I. (1983). Issues in the health care of Middle Eastern patients. The Western Journal of Medicine, 139(6), 50-57.
Morton, N. E. (1958). Empirical risks in consanguineous marriages: Birth weight, gestation time, and measurements of infants. American Journal of Human Genetics, 10(3), 344-349
Obediat, B. R., Khadar, Y. S., Omarin, Z. O., Kassawneh, M., & Omari, M. A. (2010). Consanguinity and adverse pregnancy outcomes: The north of Jordan experience. Maternal and Child Health Journal, 14(2), 283-289.
Pederson, J. (2002). The influence of consanguineous marriage on infant and child mortality among Palestinians in the West Bank and Gaza, Jordan, Lebanon, and Syria. Community Genetics, 5, 178-181.
Why do some Arab parents not engage in floor play with their children?
In my clinical practice, I participated in an interdisciplinary evaluation with colleagues from occupational and physical therapy. We were evaluating a young child with her family who recently immigrated to the United States from the Middle East. During our evaluation, we took the child and her family into a gym area and our occupational and physical therapist began working with the child on the floor. My colleagues invited the child’s parents to join us on the floor and were left confused when the parents chose to remain standing. After the evaluation, I explained to my colleagues the various cultural and religious reasons why this family may have chosen to avoid participating in floor play.
For conservative Arab families who practice the religion of Islam, removing shoes, wearing clean clothes, and keeping the body clean is of utmost importance in preparation for prayer. Practicing Muslims typically pray five types per day. It is unlikely a practicing Muslim adult will sit on the floor with their children in a room that has been walked on with shoes for the reason that the floor would be considered “unclean” for the Islamic standards of being “pure” for prayer.
While not all Arab families practice the religion of Islam and follow these practices, there are other Arab families who may not engage in floor play for other reasons. Some Arab families may not engage in floor play with their children simply because it is not something they have experienced as children or observed within their community.
When we are working with Arab families and their children, it may be important to ask the family where they prefer to sit during the evaluation and provide them with the option to sit in a chair if the family does not want to sit on the floor. It may also be appropriate to ask the family where their child plays in the home and who typically plays with the child in order to provide that person with additional training. Identifying an appropriate location (i.e., table versus floor) for intervention to occur and family’s roles is essential to ensure that the activities targeted during therapy can be successfully carried over to settings beyond the therapy room.
Works Consulted:
Why do Muslims take off their shoes? (2010, December 14). Retrieved September 22, 2018, from https://www.knowswhy.com/why-do-muslims-take-off-their-shoes/
The Communication Matrix expresses that conventional gestures may be unique to the culture in which they are used. When working with Arab clients and their families, it is important to be aware of conventional and unconventional gestures within the Arab community. In my clinical practice, I once worked with a school aged girl from Syria who presented with complex communication needs. Her primary means of communicating was through the use of gestures, predominately pointing. During our sessions, I taught her and her parents a few simple signs including the sign for “more”, “all done”, “open”, “close” and “thank you.” However, when I modeled the sign for “please”, her mother immediately protested against it. She indicated she did not want her daughter to rub on her chest as it would be perceived as inappropriate to their family and friends. As speech-language pathologists, we must be open-minded and ready to make changes that will work for our patients and their families, especially when working with clients from culturally and linguistically diverse backgrounds. In some cases, clinicians and families may have to collaboratively develop idiosyncratic gestures to replace socially regulated signs (e.g., “please”).
There are a number of conventional gestures that are unique to Arab communities. Below are a few examples of gestures that are frequently used among individuals of the Arab culture and examples of gestures that are deemed inappropriate or offensive. It is important to be aware of these gestures when implementing No-tech AAC. If you are unsure if a gesture is appropriate for your client, it is okay to ask their family.
Conventional gestures used in the Arab community
· When greeting members of the opposite sex, placing the right palm on the chest and bowing head down means “hello”.
· When greeting members of the same sex, shaking hands with the right hand along with 2-3 kisses, on each side of the cheek is a common greeting.
· A quick head nod upwards accompanied by a click of the tongue implies “no”, “unlikely”, or “what you are saying is false”.
· Students raise their index finger in a classroom to request for attention versus raising their whole hand.
· Tapping right hand on the head and saying “3ala Rasi” literally means “on my head” which is an expression of gratitude or it can mean “It’s my obligation” or “On my list of things to accomplish”.
· Holding the fingers in a pear shaped configuration with the tips pointing upwards and moving the hand slightly up and down signals “wait a minute”, slow down” or “be careful”.
· Biting on your bottom lip and raising of the eyebrows suggests that someone did something shameful.
· Flicking the right thumbnail on front teeth can be translated to mean “I have no money”.
Gestures deemed inappropriate in the Arab community
· Men and Women shaking hands or standing too close to one another is inappropriate.
· Crossing your legs and showing the soles of your shoes, especially when it’s facing others is considered rude and insulting.
· Kissing in public, holding hands, or any public display of affection between a man and a woman is inappropriate and culturally unacceptable.
· Using the left hand to shake hands, self-feed, or handing things to someone may be offensive as the left hand is traditionally seen as unclean because it is associated with cleaning yourself after using the bathroom. Many children who begin coloring or writing using their left hand are immediately encouraged by family members to use their right hand.
· In some Middle Eastern countries, giving someone a thumb’s up sign is considered an insult.
· Signing “please” may be inappropriate for females as it would involve touching their chest.
For more information, please refer to these works consulted:
Arabic gestures. (2010). Retrieved September 15, 2018, from https://www.theguardian.com/travel/gallery/2010/feb/07/arabic-gestures
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
How to be respectful to the Arab culture. (n.d.). Retrieved September 15, 2018, from https://respecingarabculture.weebly.com/body-language.html
In my practice, I once worked with a pediatric Arab client with complex communication needs who was utilizing a “first, then” visual schedule on a horizontal board that included light tech symbols of our activities. Using the Arabic language, I asked her to point to the first activity we were doing. She pointed to the symbol on the right first. It is important to know that Arabic script is written from right to left. This may be confusing when asking a child to point to the “first” activity (or symbol) on a page. When utilizing visual schedules, it may be helpful to present the layout in a vertical format. This is also important to be aware of when you are working with Arab clients on sequencing using picture symbols or following directions during play activities using visual prompts.
When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. This is particularly important for more abstract icons for which icon meaning is not easily interpreted. Including both texts will reduce ambiguity and enable the client to utilize their light-tech system across all environments. When creating light-tech tools (e.g., communication books, activity specific pages, visual schedules, and Picture Exchange Communication Systems), it is encouraged that you collaborate with the family to identify their literacy skill level; if the family is able to write and read Arabic, the family may be able to write the Arabic text on the icon. If you are creating light-tech tools and the family is not present, it is ideal to work with an Arabic interpreter. If an Arabic interpreter is not present, I found have google translate to be helpful for translating the selected vocabulary in Arabic. The translation should be verified with an Arabic interpreter or with the caregivers prior to implementation.
Below are examples of light-tech AAC symbols and activity specific pages I found on www.boardmakeronline.com. Unfortunately, Arabic text is not currently supported on Boardmaker and you cannot insert the Arabic text directly while working on the program. Thus, family or caregivers will have to manually write the text on the printed symbols. After downloading shared activity pages on the Boardmaker website, I reduce the size of the images and create space for the printed word to be written on the bottom of each symbol.
Tobii Dynavox has provided a light tech communication board in English and Arabic, which may be helpful when working with Arab clients and families. This light tech tool can be found here: http://tdvox.web-downloads.s3.amazonaws.com/Boardmaker/refugeeboards/TobiiDynavox-communicationboard-arabic-english.pdf
If you know of any light-tech AAC tools which include English and Arabic text, please feel free to share.
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When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. This is particularly important for more abstract icons for which icon meaning is not easily interpreted. Including both texts will reduce ambiguity and enable the client to utilize their light-tech system across all environments. When creating light-tech tools (e.g., communication books, activity specific pages, visual schedules, and Picture Exchange Communication Systems), it is encouraged that you collaborate with the family to identify their literacy skill level; if the family is able to write and read Arabic, the family may be able to write the Arabic text on the icon. If you are creating light-tech tools and the family is not present, it is ideal to work with an Arabic interpreter. If an Arabic interpreter is not present, I found have google translate to be helpful for translating the selected vocabulary in Arabic. The translation should be verified with an Arabic interpreter or with the caregivers prior to implementation.
Below are examples of light-tech AAC symbols and activity specific pages I found on www.boardmakeronline.com. Unfortunately, Arabic text is not currently supported on Boardmaker and you cannot insert the Arabic text directly while working on the program. Thus, family or caregivers will have to manually write the text on the printed symbols. After downloading shared activity pages on the Boardmaker website, I reduce the size of the images and create space for the printed word to be written on the bottom of each symbol.
Tobii Dynavox has provided a light tech communication board in English and Arabic, which may be helpful when working with Arab clients and families. This light tech tool can be found here: http://tdvox.web-downloads.s3.amazonaws.com/Boardmaker/refugeeboards/TobiiDynavox-communicationboard-arabic-english.pdf
If you know of any light-tech AAC tools which include English and Arabic text, please feel free to share.
","userID":46762,"timestamp":"2018-09-29T18:15:45.163","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3081,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":416,"collectionID":157,"postID":19498,"quote":"When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. "}]},{"postID":19514,"title":"Mid-tech AAC Options for Arab Clients with Complex Communication Needs","body":"There are many known benefits to bilingualism that have been identified, including increase in cognitive control, lexical organization ,word-learning, and neural organization (for review, see Marian et al., 2009). When working with children with complex communication needs, it is important to ensure that these children have access to express themselves in both languages to facilitate language learning. I believe it is important to attempt to follow a typical language learning model for bilingual speakers. For example, following a typical language model for bilingual speakers involves the normal process of code switching. With proper planning, there are ways in which we can support our bilingual speakers in this normal bilingual language learning process.
I recently created a new page set on Boardmaker in which I mirrored a core word display. On this array of 32 buttons, I had a semantic-syntactic vocabulary organization including pronouns (on the far left), then actions, and then objects. In the middle of the AAC tool, I mirrored the display (recall from the previous post that Arabic text reads from right to left) such that pronouns were on the far right, then actions, and then objects closer to midline. The result allows clients access to both, Arabic and English languages and allows them to engage in code switching between the languages. This is more easily implemented on AAC tools which offer large array sizes (e.g., 16+), but may be challenging to implement when working with a smaller array. The video below is a demonstration of a Tech-Speak device with a mirrored core vocabulary page.
When working with a limited array of buttons on an AAC tool or a single- or multi-message recordable tool, it is ideal to have different levels to work with. For example, the Step-By-Step Little with Levels allows you to record a sequence of messages one at a time in the primary language (e.g., Arabic). By changing to a different level, the same interpreted sequence of messages can also be recorded one at a time in the secondary language (e.g., English). This can allow the tool to be easily used in similar contexts with different communication partners who speak different languages. It may be helpful to place a sticker indicating which level contains pre-recorded messages in Arabic and which level contains pre-recorded messages in the English language.
For single-level AAC tools with limited arrays, it may be most appropriate to record both the spoken Arabic and English message. It is important to note that it is not common for typically developing bilingual children to repeat each word in English and their primary language while completing a sentence (e.g., I ana want badeh a banana mawzeh). Thus, using pre-stored phrases may be most appropriate to support overall participation, with light-tech tools to support continued language learning.
There are various mid-tech AAC options for Arab clients with complex communication needs. In my experience, I have found that my clients and their families prefer mid-tech AAC devices for several reasons. Some families feel that mid-tech devices are easier to program and implement at home compared to high-tech AAC devices that may require more parent training and time to learn. Other families particularly like the capability of pre-recording messages using their Arabic dialect and accent, which may be more challenging to find on high-tech AAC systems. Another benefit of using mid-tech devices with clients of a bilingual backgrounds is that the language layouts are easy to change. This capability makes it easier for clients to use their mid-tech device to communicate using the English language in school with their teacher and peers and using the Arabic language at home with their family.
Some mid-tech AAC devices that have benefited my Arab clientele include the following:
· GO TALK
· Quick Talker
· Tech/Speak
· Step-by-step with levels
· Logan ProxTalker + Arabic Tags
When using a mid-tech device with limited vocabulary space such as a Go Talk 9, it may be beneficial to include English and Arabic text on the same symbol while recording the voice output in English on one level and in Arabic on another level. This will allow the client to use the same vocabulary in either language. The video below is a demonstration of a GO TALK 9+ device being used with both languages.
Logan Tech company offers a mid-tech device called the Prox Talker which supports various languages including Arabic. This modular AAC device uses RFID (radio frequency identification) to read picture symbols and produce a voice output. To trigger a voice output, your client must place the picture symbol (or “tag) on any one of the 5 buttons available on the device and push down on the button. This tool can be used to express single words or it can be used to generate a sentence up to 4-5 words. The symbols provide culturally sensitive images and Arabic text on each one. Below is a demonstration of a Prox Talker being used with Arabic symbols.
What mid-tech tools have you found to be helpful for your bilingual clients? If you have any resources, please share.
References:
Marian, V., Faroqui-Shah, Y., Kaushanskaya, M., Blumenfeld, H. K., & Sheng, L. (2009). Bilingualism: Consequences for Language, Cognition, Development, and the Brain. The ASHA Leader, 14(13), 10-13. doi: 10.1044/leader.FTR2.14132009.10.
The demand for high-tech AAC with a robust Arabic language system is growing. Being that I am an Arab-American speech and language pathologist, I am occasionally asked if I am aware of any high-tech AAC systems that support the Arabic language. Unfortunately, most high-tech AAC tools do not yet provide support for this language, and would require extensive programming and voice digitization. After extensive research, I have found two tools currently available that offer a robust icon-based language systems that support the Arabic language. However, there may still be tools that I was unable to locate, and if anyone is aware of or becomes aware of such tools, please be certain to post the resource in the comments below.
TouchChat by Saltillo
In my clinical practice, I recently trialed the Arabic version of Multi Chat and Word Power language systems on the TouchChat application. TouchChat is a communication app that you can purchase on the iPad made by Saltillo for $299.99. The Arab language layout is a new add-on feature which includes high contrast symbols on a dynamic display for $49.99. There are several Arabic voices you may choose from for an additional cost ($11.99). In my review, I find the communication app to be useful for Arab clients with complex communication needs. The app provides language layouts in a variety of arrays from a visual field of 4 to a visual field of 20. The language systems are primarily phrase based and include a message bar at the top of the display. Multi Chat 15 in Arabic provides visual scene displays which can facilitate language learning for emerging communicators. Currently, the Arabic layout only provides the Arabic text and does not have English text included on the icons. This may create challenges in a school setting where the child would need to communicate in English to their teacher and peers. There may be a way to toggle between the English and Arabic languages by adding an “action” feature in the settings. This will allow the user to navigate between the Arabic language layout and the English language layout. This feature may help the user to maintain and develop their bilingual skills and use their communication app across all environments.
Grid 3 by Smartbox
Grid 3 is a robust language system that can be found on Grid Pad or Power Pad device from Smartbox. It is compatible and can be downloaded onto a PC. The Grid is also available in an app version which can also be purchased on an iPad. It supports the Arabic language layout. It presents as a dynamic display, very similar to Touch Chat. It can be purchased for a one-time fee of $349.99 or a monthly subscription of $9.99 per month. If you are interested in trialing it with a client, you can request for a free 30 day trial on their website.
If you are looking for an AAC app to support emerging communicators, there are a variety of different tools available that might be helpful. To support Arabic-speaking clients who might be able to use a static display with a grid vocabulary organization, Sounding Board and Go Talk Now are two apps that I have used. These apps allow you to take pictures of objects in the environment, you can digitize the voice of a caregiver or interpreter labeling the object. Go Talk Now may also be appropriate to use as a dynamic display with larger arrays. Go Talk Now currently offers some Arabic language support primarily through the iOS. By changing the default language to Arabic through the iOS settings, Go Talk Now will automatically translate most of the typed text and will speak in Arabic. However, not all of the words can be translated into Arabic.
Tap Speak Sequence and Pictello are similar apps to support story-telling. These apps allow you to upload pictures and allow you to record a caregiver or interpreter’s voice. Clinicians should review some of the previous topics discussed on the mid-tech post, with particular attention to considerations for single- or -multi-message tools with multiple levels, as the considerations are applicable to high-tech tools as well.
There also exist some text-based iPad apps which support the Arabic language, though I do not have direct experience with using the Arabic language features in these tools as they have not been appropriate for my clients. Proloquo4text reportedly supports an Arabic keyboard and supports word prediction. Similarly, Predictable also supports an Arabic keyboard by changing the keyboard settings through the iOS (must change the keyboard to the Apple keyboard). Unfortunately, in my trials of this tool, doing so lost the word prediction functionality. Clinicians are encouraged to pursue their own trials of these tools before recommending them to their clients.
If you have any resources to share that support the Arabic language, please share in the comment section.
Recently, in my clinical practice, we have experienced a significant increase in the number of immigrant and refugee families and clients from the Middle-East. These families present with unique cultural backgrounds and require special consideration when providing speech-language pathology services. In the following series of blog-posts I will be sharing information based on linguistic, cultural, and religious differences, as well as the various augmentative and alternative communication (AAC) options for Arab clients with complex communication needs. This information was made available through published articles, various reviewed websites, and my own personal experience as an Arab-American and speech and language pathologist. The information I share with you may not be directly applicable to all families and clients you work with, though may provide you with foundational cultural considerations when working with this clientele.
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I once worked with a young girl who presented with complex communication needs whose family were monolingual Arabic speakers. Her parents’ main goal was for their daughter to be able to express her basic wants and needs effectively and identify body parts to be able to indicate where she is experiencing pain or discomfort. During a play activity with Mr. Potato Head, I modeled body parts in Arabic by pointing to Mr. Potato head’s eyes and said “3un”, pointing to his hands and said “edan”, pointing to his mouth and said “tum”. My client’s mother quickly corrected me and said that the family says “helek” to express “mouth”. After pointing to the nose and saying “monkhar”, her mother again corrected me and indicated that the family refers to the nose as “anef” instead of “monkhar”. Although the family and I both speak Arabic, we come from different Middle Eastern countries and speak a varied dialect of Arabic. Not only do differing dialects make implementing therapy in Arabic challenging, it also requires me to collaborate with the families more especially when creating light-tech AAC tools or recording into mid-tech AAC devices for the client.
In the Pacific Northwest, many of my colleagues are unaware that there are a variety of dialects of Arabic. Our clinicians are more familiar with serving clients from Spanish-speaking families. Some of my colleagues are bilingual in Spanish, and I often make the comparison that a Spanish-speaking family from Cuba may use different vocabulary or phrases compared to Spanish-speaking families from Honduras. In the same way, Arabic-speakers with an Iraqi dialect are more difficult for me to understand compared to Arabic-speakers with a Lebanese dialect which I am most familiar with.
Various dialects also have significant implications for Arabic interpreters. It is essential that Arabic interpreters are familiar with the dialect of the family you are working with. I have had experiences working with Arabic interpreters who do not speak the same dialect as the family which resulted in occasional communication breakdown. When requesting an interpreter, it is important to identify the country of origin of the client and their family to ensure the interpreter is familiar with that dialect.
Where do people speak Arabic?
The Arab world consists of 22 countries in the Middle East and North Africa including Algeria, Bahrain, the Comoros Islands, Dijbouti, Egypt, Jordan, Iraq, Kuwait, Lebanon, Libya, Morocco, Mauritania, Oman, Palestine, Quatar, Saudia Arabia, Somalia, Sudan, Syria, Tunisia, Yemen, and the United Arab Emirates. The primary language spoken in these countries is Arabic. Arabic is also an important language in many countries bordering the Arab world, including Ethiopia, Chad, Niger, Mali, and Somalia. As Arab families relocate to other parts of the world, you will find Arabic being spoken in various countries all over the world including: Europe, North America and South America. There are various dialects of spoken Arabic which makes the application of a Arabic language in AAC systems challenging. Not every family you may work with will speak the same dialect of spoken Arabic. According to MyEasy Arabic (n.d.), spoken Arabic can be broadly categorized into the following dialectical groups:
· North African Arabic (Morocco, Algeria, Tunisia and Libya)
· Hassaniya Arabic (Mauritania)
· Egyptian Arabic
· Levantine Arabic (Lebanon, Syria, Jordan and Palestine)
· Iraqi Arabic
· Gulf Arabic (Kuwait, Bahrain, Qatar, the U.A.E. and Oman)
· Hejazi Arabic (Western Saudi Arabia)
· Najdi Arabic (Central Saudi Arabia)
· Yemeni Arabic (Yemen & southwestern Saudi Arabia)
Are there significant differences between the various dialects of Arabic?
Dialectal differences are observed between cities, regions, and countries. The further one country is from the other, the bigger the dialectal difference is. Variations are noted in their vocabulary, pronunciation, and formality. Modern standard Arabic is a formal dialect of Arabic which is widely used and understood among many countries in the Arab nation. It is used in television shows, news, movies, and books/articles. However, most families use an informal Arabic dialect when speaking Arabic in their home and in their community. This informal dialect is essential to consider when designing AAC systems for Arabic speakers. A client using a formal dialect of Arabic may experience difficulty understanding their peer who is using an informal dialect of Arabic. AAC social competencies requires understanding of the degree of formality based on the receiving audience. These dialectical differences are important to keep in mind when providing speech and language therapy to your client. This is why it may be challenging to find an Arabic language layout in an AAC system. It is challenging to create Arabic layouts which will support all the Arabic dialects. Many of these AAC systems must customized to support your client’s dialect and language formality used in the home.
References and Works Consulted:
ASHA (n.d.). Cultural Competence. Retrieved September 15, 2018, from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935230§ion=Key_Issues
Cumoletti, M. & Batalova, J. (January, 2018). Middle eastern and north African immigrants in the United States. Migration Information Source. Retrieved September 15, 2018, from https://www.migrationpolicy.org/article/middle-eastern-and-north-african-immigrants-united-states.
What is Spoken Arabic / the Arabic Dialects? (n.d.). Retrieved September 15, 2018, from http://www.myeasyarabic.com/si...
Many Arab families I work with practice the religion of Islam; however, some families practice Christianity. It is important to know that not all Arabs are Muslims. For the families who are Muslims and engage in religious practices, they may ask their clinicians to include the language necessary for their child to participate in prayer and other religious services using their AAC system. In this blog post, I will be reviewing a few of the prominent religious holidays and observances of the Islamic faith. Being familiar with these religious holidays and observances may be important to know when providing treatment for Arab Muslim clients with complex communication needs to increase participation opportunities within their community.
Ramadan and Eid al-Fitr
In the Islamic faith, adults and children as young as 9 years old fast during the month of Ramadan. Ramadan is a month-long period of praying, fasting from sunrise to sunset (no food or drinks), reading the Qur’an, donating and giving to charity. Ramadan begins during the 9th month in the Islamic calendar.
During the month of Ramadan, many Muslim families will also attend special services at the Mosque in which the Qur'an is recited through special prayers. For some Arab families who practice the Islamic religion, recording these prayers into their child’s AAC system may increase their child’s ability to participate in these special services. It is important not to assume that all Arab clients and families are religious. Including important religious sayings and prayers in a client’s AAC system would be dependent on the client’s interest and preferences. If this is of importance to the client and their family, it is likely they will let their clinician know.
The end of Ramadan is marked with a celebration known as the “Eid” or the “Eid al-Fitr”. This celebration represents the end of fasting. Many families celebrate the Eid by dressing in their best outfits, visiting extended family members, gathering during meal time, exchanging gifts of money, toys, and clothes. During the Eid, families will likely say to one another: “Kul Eid Wa-entah be-khair” or “Eid Mubarak” which means, “I wish you good health every holiday”. Just as it is important for some clients to have access to various holiday sayings and well wishes including, “Merry Christmas” or “trick or treat”, “Eid Mubarak” may be important for an Arab client (of all ages) to have available in their AAC system to express to family members and friends during the Eid celebration.
To read more about Ramadan, Eid al-Fitr and Eid al-adha, refer to these resources:
https://www.aljazeera.com/indepth/features/2016/07/eid-al-fitr-160701164352978.html
https://www.livescience.com/61815-what-is-ramadan.html
https://www.thesun.co.uk/news/...
Ashura
Ashura is a major religious commemoration in the Islamic faith. It is a week of remembrance held every 10th day of the first month of the Arabic calendar. For the Muslims who identify with the Shi’a group, Ashura is a week of sorrow and mourning the loss of Prophet Mohammad’s grandson, Hussein. During this week of Ashura, Shi’a Muslims do not listen to music, dress in colorful clothing, or partake in any activities of celebration. For Muslims who identify with the Sunni group, they may also spend the week of Ashura mourning the loss Hussein as well as fasting. If you are working with a practicing Muslim family, they may ask that you do not play music during the therapy treatment. If you are working with an older child who participates in prayer services at the Mosque, including the Islamic prayers in their AAC system may be of importance to your client and their family.
To learn more about the Ashura observance, refer to this resources:
https://www.thoughtco.com/the-...
http://aglobalworld.com/holidays-around-the-world/ashura-islam/
“I wonder why the family has more than one child with a disability.”
“Her mother wouldn’t shake my hand when I tried greeting her in the lobby.”
“The family invited me over for dinner after work. How do I say ‘no’ without offending them?”
As an Arab-American speech and language pathologist, my colleagues often ask me questions about the traditional Middle Eastern culture in attempt to have a better understanding of the clients and families they work with. I have also advised colleagues on how to improve their interactions with their clients, such as when I observed a colleague attempt to greet a family member of the opposite sex with a handshake, and observed the Arab family member kindly place their hand over their heart and bow. There are various differences between the Arab and American cultures beyond greetings. Taking the time to educate yourself on the Arab culture will allow you to build rapport with your families.
Marriage within the Family
There are many differences between Arab and American cultures. These differences extend from traditions, social interactions, and marriage practices. For example, in some places in the Middle East, it is not a social taboo for an Arab man and woman from the same family to enter into a consanguineous marriage (Obeidat,Khadar, Omarin, Kassawneh, & Omari, 2010; Pedersen, 2002; Grant & Bittles, 1997). Men and women in the Middle East marry first or second cousins for various reasons. Some believe in marrying within the family to expand the number of family members with the same surname. Others may marry within the family because they have in depth knowledge regarding the partner’s reputation and their family values. Marrying within the family may also ensure that property and businesses remain within the family. It is well known that having children within the family increases the chances of having children with genetic disorders (Morton, 1958). For this reason, the tradition of marrying within the family is likely to fade; however, in some Middle Eastern countries, families may still follow this tradition (Hosseini-Chavoshi, Abbasi, Shavazi, & Bittles, 2014). Due to immigration and relocation of refugees from the Middle East to the United States, you may at some point work with an Arab client born from a consanguineous marriage.
Communication Style and Personal Space
Communication styles differ across Arab and American cultures. For example, the concept of personal space in Arab families is different from that of mainstream culture in the United States. In general, most Arabs tend to stand closer to their communication partner of the same sex. It is not uncommon for men to set their hands on each other’s shoulders, or for two females engaging in conversation to stand within close proximity and use gestures including touching the other’s hand during conversation. Much greater distance is expected between members of the opposite sex including married couples. In Arabic culture, a man should not stand too close, stare at, or touch a woman in public. Even a slight touch on the woman’s back or arm is considered inappropriate for many conservative Arab families (Feghali, 1997). When working with Arab families, it may be safest to assume that your Arabic client’s family follows this rule, especially females who wear a hijab (head covering).
Hospitality
Social interactions with treating clinicians also present differences between Arabic and American cultures. Many Arab families enjoy inviting guests over for dinner, and it is common for Arab families to invite their treating clinician. In the Arab culture, it may be considered offensive if you decline an invitation. If this occurs with a family you are working with, it will be important to explain to the family the reasons for declining their dinner invitation. In most work places, there may be policies related to conflicts of interest and rules against meeting your clients and their families outside of therapy. In this scenario, keeping an open dialogue with the family will create a better understanding which will allow formal work relations to resume.
References and Works Consulted:
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
Grant, J. C. & Bittles, A. H. (1997). The comparative role of consanguinity in infant and childhood mortality in Pakistan. Annals of Human Genetics, 61(part 2), 143-149.
Hosseini-Chavoshi, M., Abbasi-Shavazi, M. J., & Bittles, A. H. (2014). Consanguineous marriage, reproductive behavior, and postnatal mortality in contemporary Iran. Human Heredity, 77, 16-25.
Keeping it in the family. (2016, February 25). Retrieved September 15, 2018, from https://www.economist.com/middle-east-and-africa/2016/02/25/keeping-it-in-the-family
Lipson, J. G., & Meleis, A. I. (1983). Issues in the health care of Middle Eastern patients. The Western Journal of Medicine, 139(6), 50-57.
Morton, N. E. (1958). Empirical risks in consanguineous marriages: Birth weight, gestation time, and measurements of infants. American Journal of Human Genetics, 10(3), 344-349
Obediat, B. R., Khadar, Y. S., Omarin, Z. O., Kassawneh, M., & Omari, M. A. (2010). Consanguinity and adverse pregnancy outcomes: The north of Jordan experience. Maternal and Child Health Journal, 14(2), 283-289.
Pederson, J. (2002). The influence of consanguineous marriage on infant and child mortality among Palestinians in the West Bank and Gaza, Jordan, Lebanon, and Syria. Community Genetics, 5, 178-181.
“I wonder why the family has more than one child with a disability.”
“Her mother wouldn’t shake my hand when I tried greeting her in the lobby.”
“The family invited me over for dinner after work. How do I say ‘no’ without offending them?”
As an Arab-American speech and language pathologist, my colleagues often ask me questions about the traditional Middle Eastern culture in attempt to have a better understanding of the clients and families they work with. I have also advised colleagues on how to improve their interactions with their clients, such as when I observed a colleague attempt to greet a family member of the opposite sex with a handshake, and observed the Arab family member kindly place their hand over their heart and bow. There are various differences between the Arab and American cultures beyond greetings. Taking the time to educate yourself on the Arab culture will allow you to build rapport with your families.
Marriage within the Family
There are many differences between Arab and American cultures. These differences extend from traditions, social interactions, and marriage practices. For example, in some places in the Middle East, it is not a social taboo for an Arab man and woman from the same family to enter into a consanguineous marriage (Obeidat,Khadar, Omarin, Kassawneh, & Omari, 2010; Pedersen, 2002; Grant & Bittles, 1997). Men and women in the Middle East marry first or second cousins for various reasons. Some believe in marrying within the family to expand the number of family members with the same surname. Others may marry within the family because they have in depth knowledge regarding the partner’s reputation and their family values. Marrying within the family may also ensure that property and businesses remain within the family. It is well known that having children within the family increases the chances of having children with genetic disorders (Morton, 1958). For this reason, the tradition of marrying within the family is likely to fade; however, in some Middle Eastern countries, families may still follow this tradition (Hosseini-Chavoshi, Abbasi, Shavazi, & Bittles, 2014). Due to immigration and relocation of refugees from the Middle East to the United States, you may at some point work with an Arab client born from a consanguineous marriage.
Communication Style and Personal Space
Communication styles differ across Arab and American cultures. For example, the concept of personal space in Arab families is different from that of mainstream culture in the United States. In general, most Arabs tend to stand closer to their communication partner of the same sex. It is not uncommon for men to set their hands on each other’s shoulders, or for two females engaging in conversation to stand within close proximity and use gestures including touching the other’s hand during conversation. Much greater distance is expected between members of the opposite sex including married couples. In Arabic culture, a man should not stand too close, stare at, or touch a woman in public. Even a slight touch on the woman’s back or arm is considered inappropriate for many conservative Arab families (Feghali, 1997). When working with Arab families, it may be safest to assume that your Arabic client’s family follows this rule, especially females who wear a hijab (head covering).
Hospitality
Social interactions with treating clinicians also present differences between Arabic and American cultures. Many Arab families enjoy inviting guests over for dinner, and it is common for Arab families to invite their treating clinician. In the Arab culture, it may be considered offensive if you decline an invitation. If this occurs with a family you are working with, it will be important to explain to the family the reasons for declining their dinner invitation. In most work places, there may be policies related to conflicts of interest and rules against meeting your clients and their families outside of therapy. In this scenario, keeping an open dialogue with the family will create a better understanding which will allow formal work relations to resume.
References and Works Consulted:
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
Grant, J. C. & Bittles, A. H. (1997). The comparative role of consanguinity in infant and childhood mortality in Pakistan. Annals of Human Genetics, 61(part 2), 143-149.
Hosseini-Chavoshi, M., Abbasi-Shavazi, M. J., & Bittles, A. H. (2014). Consanguineous marriage, reproductive behavior, and postnatal mortality in contemporary Iran. Human Heredity, 77, 16-25.
Keeping it in the family. (2016, February 25). Retrieved September 15, 2018, from https://www.economist.com/middle-east-and-africa/2016/02/25/keeping-it-in-the-family
Lipson, J. G., & Meleis, A. I. (1983). Issues in the health care of Middle Eastern patients. The Western Journal of Medicine, 139(6), 50-57.
Morton, N. E. (1958). Empirical risks in consanguineous marriages: Birth weight, gestation time, and measurements of infants. American Journal of Human Genetics, 10(3), 344-349
Obediat, B. R., Khadar, Y. S., Omarin, Z. O., Kassawneh, M., & Omari, M. A. (2010). Consanguinity and adverse pregnancy outcomes: The north of Jordan experience. Maternal and Child Health Journal, 14(2), 283-289.
Pederson, J. (2002). The influence of consanguineous marriage on infant and child mortality among Palestinians in the West Bank and Gaza, Jordan, Lebanon, and Syria. Community Genetics, 5, 178-181.
Why do some Arab parents not engage in floor play with their children?
In my clinical practice, I participated in an interdisciplinary evaluation with colleagues from occupational and physical therapy. We were evaluating a young child with her family who recently immigrated to the United States from the Middle East. During our evaluation, we took the child and her family into a gym area and our occupational and physical therapist began working with the child on the floor. My colleagues invited the child’s parents to join us on the floor and were left confused when the parents chose to remain standing. After the evaluation, I explained to my colleagues the various cultural and religious reasons why this family may have chosen to avoid participating in floor play.
For conservative Arab families who practice the religion of Islam, removing shoes, wearing clean clothes, and keeping the body clean is of utmost importance in preparation for prayer. Practicing Muslims typically pray five types per day. It is unlikely a practicing Muslim adult will sit on the floor with their children in a room that has been walked on with shoes for the reason that the floor would be considered “unclean” for the Islamic standards of being “pure” for prayer.
While not all Arab families practice the religion of Islam and follow these practices, there are other Arab families who may not engage in floor play for other reasons. Some Arab families may not engage in floor play with their children simply because it is not something they have experienced as children or observed within their community.
When we are working with Arab families and their children, it may be important to ask the family where they prefer to sit during the evaluation and provide them with the option to sit in a chair if the family does not want to sit on the floor. It may also be appropriate to ask the family where their child plays in the home and who typically plays with the child in order to provide that person with additional training. Identifying an appropriate location (i.e., table versus floor) for intervention to occur and family’s roles is essential to ensure that the activities targeted during therapy can be successfully carried over to settings beyond the therapy room.
Works Consulted:
Why do Muslims take off their shoes? (2010, December 14). Retrieved September 22, 2018, from https://www.knowswhy.com/why-do-muslims-take-off-their-shoes/
The Communication Matrix expresses that conventional gestures may be unique to the culture in which they are used. When working with Arab clients and their families, it is important to be aware of conventional and unconventional gestures within the Arab community. In my clinical practice, I once worked with a school aged girl from Syria who presented with complex communication needs. Her primary means of communicating was through the use of gestures, predominately pointing. During our sessions, I taught her and her parents a few simple signs including the sign for “more”, “all done”, “open”, “close” and “thank you.” However, when I modeled the sign for “please”, her mother immediately protested against it. She indicated she did not want her daughter to rub on her chest as it would be perceived as inappropriate to their family and friends. As speech-language pathologists, we must be open-minded and ready to make changes that will work for our patients and their families, especially when working with clients from culturally and linguistically diverse backgrounds. In some cases, clinicians and families may have to collaboratively develop idiosyncratic gestures to replace socially regulated signs (e.g., “please”).
There are a number of conventional gestures that are unique to Arab communities. Below are a few examples of gestures that are frequently used among individuals of the Arab culture and examples of gestures that are deemed inappropriate or offensive. It is important to be aware of these gestures when implementing No-tech AAC. If you are unsure if a gesture is appropriate for your client, it is okay to ask their family.
Conventional gestures used in the Arab community
· When greeting members of the opposite sex, placing the right palm on the chest and bowing head down means “hello”.
· When greeting members of the same sex, shaking hands with the right hand along with 2-3 kisses, on each side of the cheek is a common greeting.
· A quick head nod upwards accompanied by a click of the tongue implies “no”, “unlikely”, or “what you are saying is false”.
· Students raise their index finger in a classroom to request for attention versus raising their whole hand.
· Tapping right hand on the head and saying “3ala Rasi” literally means “on my head” which is an expression of gratitude or it can mean “It’s my obligation” or “On my list of things to accomplish”.
· Holding the fingers in a pear shaped configuration with the tips pointing upwards and moving the hand slightly up and down signals “wait a minute”, slow down” or “be careful”.
· Biting on your bottom lip and raising of the eyebrows suggests that someone did something shameful.
· Flicking the right thumbnail on front teeth can be translated to mean “I have no money”.
Gestures deemed inappropriate in the Arab community
· Men and Women shaking hands or standing too close to one another is inappropriate.
· Crossing your legs and showing the soles of your shoes, especially when it’s facing others is considered rude and insulting.
· Kissing in public, holding hands, or any public display of affection between a man and a woman is inappropriate and culturally unacceptable.
· Using the left hand to shake hands, self-feed, or handing things to someone may be offensive as the left hand is traditionally seen as unclean because it is associated with cleaning yourself after using the bathroom. Many children who begin coloring or writing using their left hand are immediately encouraged by family members to use their right hand.
· In some Middle Eastern countries, giving someone a thumb’s up sign is considered an insult.
· Signing “please” may be inappropriate for females as it would involve touching their chest.
For more information, please refer to these works consulted:
Arabic gestures. (2010). Retrieved September 15, 2018, from https://www.theguardian.com/travel/gallery/2010/feb/07/arabic-gestures
Feghali E. (1997). Arab cultural communication patterns. International Journal of Intercultural Relations, 21(3), 345-378.
How to be respectful to the Arab culture. (n.d.). Retrieved September 15, 2018, from https://respecingarabculture.weebly.com/body-language.html
In my practice, I once worked with a pediatric Arab client with complex communication needs who was utilizing a “first, then” visual schedule on a horizontal board that included light tech symbols of our activities. Using the Arabic language, I asked her to point to the first activity we were doing. She pointed to the symbol on the right first. It is important to know that Arabic script is written from right to left. This may be confusing when asking a child to point to the “first” activity (or symbol) on a page. When utilizing visual schedules, it may be helpful to present the layout in a vertical format. This is also important to be aware of when you are working with Arab clients on sequencing using picture symbols or following directions during play activities using visual prompts.
When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. This is particularly important for more abstract icons for which icon meaning is not easily interpreted. Including both texts will reduce ambiguity and enable the client to utilize their light-tech system across all environments. When creating light-tech tools (e.g., communication books, activity specific pages, visual schedules, and Picture Exchange Communication Systems), it is encouraged that you collaborate with the family to identify their literacy skill level; if the family is able to write and read Arabic, the family may be able to write the Arabic text on the icon. If you are creating light-tech tools and the family is not present, it is ideal to work with an Arabic interpreter. If an Arabic interpreter is not present, I found have google translate to be helpful for translating the selected vocabulary in Arabic. The translation should be verified with an Arabic interpreter or with the caregivers prior to implementation.
Below are examples of light-tech AAC symbols and activity specific pages I found on www.boardmakeronline.com. Unfortunately, Arabic text is not currently supported on Boardmaker and you cannot insert the Arabic text directly while working on the program. Thus, family or caregivers will have to manually write the text on the printed symbols. After downloading shared activity pages on the Boardmaker website, I reduce the size of the images and create space for the printed word to be written on the bottom of each symbol.
Tobii Dynavox has provided a light tech communication board in English and Arabic, which may be helpful when working with Arab clients and families. This light tech tool can be found here: http://tdvox.web-downloads.s3.amazonaws.com/Boardmaker/refugeeboards/TobiiDynavox-communicationboard-arabic-english.pdf
If you know of any light-tech AAC tools which include English and Arabic text, please feel free to share.
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When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. This is particularly important for more abstract icons for which icon meaning is not easily interpreted. Including both texts will reduce ambiguity and enable the client to utilize their light-tech system across all environments. When creating light-tech tools (e.g., communication books, activity specific pages, visual schedules, and Picture Exchange Communication Systems), it is encouraged that you collaborate with the family to identify their literacy skill level; if the family is able to write and read Arabic, the family may be able to write the Arabic text on the icon. If you are creating light-tech tools and the family is not present, it is ideal to work with an Arabic interpreter. If an Arabic interpreter is not present, I found have google translate to be helpful for translating the selected vocabulary in Arabic. The translation should be verified with an Arabic interpreter or with the caregivers prior to implementation.
Below are examples of light-tech AAC symbols and activity specific pages I found on www.boardmakeronline.com. Unfortunately, Arabic text is not currently supported on Boardmaker and you cannot insert the Arabic text directly while working on the program. Thus, family or caregivers will have to manually write the text on the printed symbols. After downloading shared activity pages on the Boardmaker website, I reduce the size of the images and create space for the printed word to be written on the bottom of each symbol.
Tobii Dynavox has provided a light tech communication board in English and Arabic, which may be helpful when working with Arab clients and families. This light tech tool can be found here: http://tdvox.web-downloads.s3.amazonaws.com/Boardmaker/refugeeboards/TobiiDynavox-communicationboard-arabic-english.pdf
If you know of any light-tech AAC tools which include English and Arabic text, please feel free to share.
","userID":46762,"timestamp":"2018-09-29T18:15:45.163","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3081,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":416,"collectionID":157,"postID":19498,"quote":"When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. "}]},{"postID":19514,"title":"Mid-tech AAC Options for Arab Clients with Complex Communication Needs","body":"There are many known benefits to bilingualism that have been identified, including increase in cognitive control, lexical organization ,word-learning, and neural organization (for review, see Marian et al., 2009). When working with children with complex communication needs, it is important to ensure that these children have access to express themselves in both languages to facilitate language learning. I believe it is important to attempt to follow a typical language learning model for bilingual speakers. For example, following a typical language model for bilingual speakers involves the normal process of code switching. With proper planning, there are ways in which we can support our bilingual speakers in this normal bilingual language learning process.
I recently created a new page set on Boardmaker in which I mirrored a core word display. On this array of 32 buttons, I had a semantic-syntactic vocabulary organization including pronouns (on the far left), then actions, and then objects. In the middle of the AAC tool, I mirrored the display (recall from the previous post that Arabic text reads from right to left) such that pronouns were on the far right, then actions, and then objects closer to midline. The result allows clients access to both, Arabic and English languages and allows them to engage in code switching between the languages. This is more easily implemented on AAC tools which offer large array sizes (e.g., 16+), but may be challenging to implement when working with a smaller array. The video below is a demonstration of a Tech-Speak device with a mirrored core vocabulary page.
When working with a limited array of buttons on an AAC tool or a single- or multi-message recordable tool, it is ideal to have different levels to work with. For example, the Step-By-Step Little with Levels allows you to record a sequence of messages one at a time in the primary language (e.g., Arabic). By changing to a different level, the same interpreted sequence of messages can also be recorded one at a time in the secondary language (e.g., English). This can allow the tool to be easily used in similar contexts with different communication partners who speak different languages. It may be helpful to place a sticker indicating which level contains pre-recorded messages in Arabic and which level contains pre-recorded messages in the English language.
For single-level AAC tools with limited arrays, it may be most appropriate to record both the spoken Arabic and English message. It is important to note that it is not common for typically developing bilingual children to repeat each word in English and their primary language while completing a sentence (e.g., I ana want badeh a banana mawzeh). Thus, using pre-stored phrases may be most appropriate to support overall participation, with light-tech tools to support continued language learning.
There are various mid-tech AAC options for Arab clients with complex communication needs. In my experience, I have found that my clients and their families prefer mid-tech AAC devices for several reasons. Some families feel that mid-tech devices are easier to program and implement at home compared to high-tech AAC devices that may require more parent training and time to learn. Other families particularly like the capability of pre-recording messages using their Arabic dialect and accent, which may be more challenging to find on high-tech AAC systems. Another benefit of using mid-tech devices with clients of a bilingual backgrounds is that the language layouts are easy to change. This capability makes it easier for clients to use their mid-tech device to communicate using the English language in school with their teacher and peers and using the Arabic language at home with their family.
Some mid-tech AAC devices that have benefited my Arab clientele include the following:
· GO TALK
· Quick Talker
· Tech/Speak
· Step-by-step with levels
· Logan ProxTalker + Arabic Tags
When using a mid-tech device with limited vocabulary space such as a Go Talk 9, it may be beneficial to include English and Arabic text on the same symbol while recording the voice output in English on one level and in Arabic on another level. This will allow the client to use the same vocabulary in either language. The video below is a demonstration of a GO TALK 9+ device being used with both languages.
Logan Tech company offers a mid-tech device called the Prox Talker which supports various languages including Arabic. This modular AAC device uses RFID (radio frequency identification) to read picture symbols and produce a voice output. To trigger a voice output, your client must place the picture symbol (or “tag) on any one of the 5 buttons available on the device and push down on the button. This tool can be used to express single words or it can be used to generate a sentence up to 4-5 words. The symbols provide culturally sensitive images and Arabic text on each one. Below is a demonstration of a Prox Talker being used with Arabic symbols.
What mid-tech tools have you found to be helpful for your bilingual clients? If you have any resources, please share.
References:
Marian, V., Faroqui-Shah, Y., Kaushanskaya, M., Blumenfeld, H. K., & Sheng, L. (2009). Bilingualism: Consequences for Language, Cognition, Development, and the Brain. The ASHA Leader, 14(13), 10-13. doi: 10.1044/leader.FTR2.14132009.10.
The demand for high-tech AAC with a robust Arabic language system is growing. Being that I am an Arab-American speech and language pathologist, I am occasionally asked if I am aware of any high-tech AAC systems that support the Arabic language. Unfortunately, most high-tech AAC tools do not yet provide support for this language, and would require extensive programming and voice digitization. After extensive research, I have found two tools currently available that offer a robust icon-based language systems that support the Arabic language. However, there may still be tools that I was unable to locate, and if anyone is aware of or becomes aware of such tools, please be certain to post the resource in the comments below.
TouchChat by Saltillo
In my clinical practice, I recently trialed the Arabic version of Multi Chat and Word Power language systems on the TouchChat application. TouchChat is a communication app that you can purchase on the iPad made by Saltillo for $299.99. The Arab language layout is a new add-on feature which includes high contrast symbols on a dynamic display for $49.99. There are several Arabic voices you may choose from for an additional cost ($11.99). In my review, I find the communication app to be useful for Arab clients with complex communication needs. The app provides language layouts in a variety of arrays from a visual field of 4 to a visual field of 20. The language systems are primarily phrase based and include a message bar at the top of the display. Multi Chat 15 in Arabic provides visual scene displays which can facilitate language learning for emerging communicators. Currently, the Arabic layout only provides the Arabic text and does not have English text included on the icons. This may create challenges in a school setting where the child would need to communicate in English to their teacher and peers. There may be a way to toggle between the English and Arabic languages by adding an “action” feature in the settings. This will allow the user to navigate between the Arabic language layout and the English language layout. This feature may help the user to maintain and develop their bilingual skills and use their communication app across all environments.
Grid 3 by Smartbox
Grid 3 is a robust language system that can be found on Grid Pad or Power Pad device from Smartbox. It is compatible and can be downloaded onto a PC. The Grid is also available in an app version which can also be purchased on an iPad. It supports the Arabic language layout. It presents as a dynamic display, very similar to Touch Chat. It can be purchased for a one-time fee of $349.99 or a monthly subscription of $9.99 per month. If you are interested in trialing it with a client, you can request for a free 30 day trial on their website.
If you are looking for an AAC app to support emerging communicators, there are a variety of different tools available that might be helpful. To support Arabic-speaking clients who might be able to use a static display with a grid vocabulary organization, Sounding Board and Go Talk Now are two apps that I have used. These apps allow you to take pictures of objects in the environment, you can digitize the voice of a caregiver or interpreter labeling the object. Go Talk Now may also be appropriate to use as a dynamic display with larger arrays. Go Talk Now currently offers some Arabic language support primarily through the iOS. By changing the default language to Arabic through the iOS settings, Go Talk Now will automatically translate most of the typed text and will speak in Arabic. However, not all of the words can be translated into Arabic.
Tap Speak Sequence and Pictello are similar apps to support story-telling. These apps allow you to upload pictures and allow you to record a caregiver or interpreter’s voice. Clinicians should review some of the previous topics discussed on the mid-tech post, with particular attention to considerations for single- or -multi-message tools with multiple levels, as the considerations are applicable to high-tech tools as well.
There also exist some text-based iPad apps which support the Arabic language, though I do not have direct experience with using the Arabic language features in these tools as they have not been appropriate for my clients. Proloquo4text reportedly supports an Arabic keyboard and supports word prediction. Similarly, Predictable also supports an Arabic keyboard by changing the keyboard settings through the iOS (must change the keyboard to the Apple keyboard). Unfortunately, in my trials of this tool, doing so lost the word prediction functionality. Clinicians are encouraged to pursue their own trials of these tools before recommending them to their clients.
If you have any resources to share that support the Arabic language, please share in the comment section.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
The following are some of my favorite shared reading resources:
https://www.med.unc.edu/ahs/clds/files/conference-hand-outs/asha-2015-shared-reading
http://www.project-core.com/shared-reading/
http://praacticalaac.org/tag/shared-reading/
http://aacliteracy.psu.edu/index.php/page/show/id/8/index.html
\n\n
\nThe Inclusive Storytime Program\nat the Hillsboro Public Library aims to provide equal access to the activities\noffered during the storytime experience that promote early literacy skills\nlinked to reading and writing success in school. Run by faculty at Portland\nState University (PSU), Inclusive Storytime welcomes all children (see flyer attached at the first image at the end of this post). \n
\nMary Ellen Chase (1952),\nAmerican teacher and author, captured the importance of reading for children in\nthe above quote. The benefits of reading include improved language and\ncommunication skills, better speech skills, increased academic success and\nenhanced concentration and attention to tasks. Some children, however,\nespecially those with complex communication needs due to sensory, motor,\nintellectual or cognitive disabilities, need additional support in order to\ninteract with books and engage in the early literacy activities that are\nfundamental to reading and writing success. These supports include\nadapted books, use of assistive technology and visuals and strategies that\nenable children to participate meaningfully in groups such as fidgets, visual\nprompts and social stories.
\nIntroducing children to the\nmagic of reading is one of the primary missions of the public library.\n Through interactive storytime programs, children have the opportunity to\nengage in literacy-rich activities that promote early reading, provide parents\nwith important models of how to engage their children with books and develop a\nconnection with the library that can become a valued lifelong resource.\n The Inclusive Storytime Program at the Hillsboro Public Library aims to\nprovide equal access to the activities offered during the storytime experience\nthat promote early literacy skills linked to reading and writing success in\nschool. Run by faculty at Portland State University (PSU) with an interest in\nliteracy and a steady group of volunteers with experience and training in\nworking with children with disabilities, the Inclusive Storytime Program\nwelcomes all children to enjoy the storytime experience, as well as gain skills\nin sound-symbol associations, narrative, print-awareness, vocabulary and early\nwriting, skills predictive of future literacy success.
\nRory and Aubree
\nRory, a bright, energetic,\nthree-year-old enters the library and quickly chooses his spot on the carpet.\n Rory was prepared for the group storytime experience by reading a social\nstory at home that describes what will happen and how he will participate.\n He knows that there will be a visual schedule to help him transition from\nactivity to activity, and is familiar with the repetitive songs and structure\nthat will help him fully engage in the session. Rory holds his favorite\n“fidget” and is ready to sing the familiar book song paired with symbols\ndesigned to support all children be active participants in the routine. Books\nare chosen based upon the interests and language abilities of the children and\nsupporting visuals and activities are carefully designed to support the early\nliteracy skills that the children will need to be “school ready”.\n Lacey, Rory’s mom says “The visuals and take-home activities help\nRory the most. Also, having access to fidgets and the ability to move around if\nhe needs to.”
\nThe theme for this week’s\nsession at the library is getting ready for summer. Aubree, who is five,\nis excited to read one of her favorite Pete the Cat books, Pete the Cat and\nthe Magic Sunglasses. Aubree uses a head-switch to activate a\nrecording of the song from the book so she can sing along with group. All of\nthe children will wear sunglasses and help retell the adventures of Pete by\nsequencing pictures on individual schedules made of paint sticks with pictures\nattached to velcro. Other activities to support this summer theme\ninclude “writing” a book about all the things the children will “see” in\nsummer, learning about the sound “P” makes using a picture mnemonic of their\nfavorite character, Pete the Cat, and a thematic craft. Core vocabulary boards with\nwords and symbols to request “more” materials, and making choices by\nindicating what colors and shapes they “like” enable all children to\ncommunicate while decorating their foam visors as part of a summer craft\nactivities.
\nParents play a key role in\nthe storytime sessions. Facilitators, including some graduate students\nfrom PSU’s special education program, model how to use visual supports, engage\ntheir children with books and experiment with assistive technology during the\nsessions. A take-home sheet with symbols and activities to follow-up at\nhome is provided each session.
\nOur public libraries play a\nkey role in getting students ready for academic success. For children\nwith disabilities, the library provides another avenue to help nudge the\nreading and writing skills that are so important in their future school\nexperience. The Inclusive Storytime Project is currently holding sessions\non the second and fourth Friday of each month and will run throughout the\nsummer. According to Lacey, “In a way, storytime has become an extension of\nschool, giving him an additional day where he can practice sitting, listening,\nworking on an activity with friends around him. He only gets four hours of\nspecial education preschool, and during the summer there will be several weeks\nwhere he has no school at all. Storytime gently reinforces all of the important\nskills he will need to be ready for kindergarten in an accommodating\nenvironment.”
\nFor\ninformation in the Inclusive Storytime Project at the Hillsboro Library,\ncontact Melissa Pebly, Instructor/Supervisor, Portland State University,\nGraduate School of Education, Department of Special Education at mpebly@pdx.edu.
\n\n\n
Dr .Joanne Kaeding is a children’s librarian with an interest in accessibility for children with disabilities. Links to an article she has authored on the topic is below.
Kaeding, J., Velasquez, D., Price, D., (2017) ‘Public libraries and access for children with disabilities and their families: A proposed inclusive library model’ in the Journal of the Australian Library and Information Association. DOI: 10.1080/24750158.2017.1298399.
http://www.tandfonline.com/eprint/nfKEe2PxTGQfJgsgKzvI/full
Opening Access to Public Libraries for Children with Disabilities
https://mail.google.com/mail/u/1/#search/kristen/16460bc1aabd1553?projector=1&messagePartId=0.2
\n\n
\nThe following post is\nan example of a portion of our professional development as part of a\nPartnership Grant to support inclusive literacy practices in kindergarten for\nstudents with significant disabilities. \nProfessional development and coaching were provided to address each of\nthe areas identified in the visual schedule as part of our shared reading and\nwriting routine (see image 1).
\n\n\n
\nPartnership\nGrant to Facilitate Shared Reading and Writing in an Inclusive\nKindergarten
\n\n\n
Dr. Sheldon Loman, Dr. Shaheen Munir-McHill and Melissa Pebly, M.Ed.
\n\n\n
Portland State University
\n\n\n
\n\n
\nDuring the 2018-19 school year, faculty from Portland\nState University led three half-day professional development meetings with\nfaculty at a local elementary school in order to collaborate on how to plan,\nimplement and assess literacy instruction for students with complex support\nneeds. Our professional development sessions included content related to\necological assessment, applying the principles of Universal Design for Learning\n(UDL), developing participation plans for students, provision of balanced\nopportunities to learn reading and writing, infusing core word instruction into\nthe classroom environment and developing adapted materials for reading and\nwriting instruction.\n\n
\n\n\n
\nAttached are example templates (see images 2 & 3) to support vocabulary usage in letter writing practice/patterned writing after reading But No Elephants by Jerry Smath. The book was selected, in part, to support the kindergarten class learning the short vowel sound e that was the targeted sound in their reading and handwriting practice. Several versions of the writing templates were created to address the needs of the diverse student population. Most of the students were asked to practice writing the letter e, some were challenged to write whole words, and for three of the students who had complex needs, the core word “not” was provided to insert in the patterned writing.
\n\n\n
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We will compile the list YOU help create.
\nLet’s have a conversation about navigating how to find out more in the world of AAC. This can be difficult for anyone, whether you are an individual who uses AAC (or wants to), a family member, teacher, other professional in the field, or other community member. This post kicks off a conversation and shares a short list of valuable resources for anyone looking to learn more about AAC.
Professionals share helpful AAC strategies, tools, and ideas for families and other professionals alike. They aim to inspire and connect the AAC community through videos, blogs, social media, and other platforms of communication. One example is how Kate Ahern has tirelessly shared over the years, such as her recent post on #seemeseemyaac.
\nFamilies of users of AAC blog about the challenges, triumphs, and overall journey of AAC. These are first hand accounts of what it is like to be a parent of a child with complex communication needs, as well as additional resources they find helpful as they continue their communication journeys. Find community here!
\nThese resources from the AAC industry often pair exploration of the technologies of AAC with personal accounts of how they have helped individuals find their voice. Most offer support and/or training with their tools and technologies.
\nThe following are some of my favorite shared reading resources:
https://www.med.unc.edu/ahs/clds/files/conference-hand-outs/asha-2015-shared-reading
http://www.project-core.com/shared-reading/
http://praacticalaac.org/tag/shared-reading/
http://aacliteracy.psu.edu/index.php/page/show/id/8/index.html
\n\n
The Inclusive Storytime Program\nat the Hillsboro Public Library aims to provide equal access to the activities\noffered during the storytime experience that promote early literacy skills\nlinked to reading and writing success in school. Run by faculty at Portland\nState University (PSU), Inclusive Storytime welcomes all children (see flyer attached at the first image at the end of this post). \n
Mary Ellen Chase (1952),\nAmerican teacher and author, captured the importance of reading for children in\nthe above quote. The benefits of reading include improved language and\ncommunication skills, better speech skills, increased academic success and\nenhanced concentration and attention to tasks. Some children, however,\nespecially those with complex communication needs due to sensory, motor,\nintellectual or cognitive disabilities, need additional support in order to\ninteract with books and engage in the early literacy activities that are\nfundamental to reading and writing success. These supports include\nadapted books, use of assistive technology and visuals and strategies that\nenable children to participate meaningfully in groups such as fidgets, visual\nprompts and social stories.
Introducing children to the\nmagic of reading is one of the primary missions of the public library.\n Through interactive storytime programs, children have the opportunity to\nengage in literacy-rich activities that promote early reading, provide parents\nwith important models of how to engage their children with books and develop a\nconnection with the library that can become a valued lifelong resource.\n The Inclusive Storytime Program at the Hillsboro Public Library aims to\nprovide equal access to the activities offered during the storytime experience\nthat promote early literacy skills linked to reading and writing success in\nschool. Run by faculty at Portland State University (PSU) with an interest in\nliteracy and a steady group of volunteers with experience and training in\nworking with children with disabilities, the Inclusive Storytime Program\nwelcomes all children to enjoy the storytime experience, as well as gain skills\nin sound-symbol associations, narrative, print-awareness, vocabulary and early\nwriting, skills predictive of future literacy success.
Rory and Aubree
Rory, a bright, energetic,\nthree-year-old enters the library and quickly chooses his spot on the carpet.\n Rory was prepared for the group storytime experience by reading a social\nstory at home that describes what will happen and how he will participate.\n He knows that there will be a visual schedule to help him transition from\nactivity to activity, and is familiar with the repetitive songs and structure\nthat will help him fully engage in the session. Rory holds his favorite\n“fidget” and is ready to sing the familiar book song paired with symbols\ndesigned to support all children be active participants in the routine. Books\nare chosen based upon the interests and language abilities of the children and\nsupporting visuals and activities are carefully designed to support the early\nliteracy skills that the children will need to be “school ready”.\n Lacey, Rory’s mom says “The visuals and take-home activities help\nRory the most. Also, having access to fidgets and the ability to move around if\nhe needs to.”
The theme for this week’s\nsession at the library is getting ready for summer. Aubree, who is five,\nis excited to read one of her favorite Pete the Cat books, Pete the Cat and\nthe Magic Sunglasses. Aubree uses a head-switch to activate a\nrecording of the song from the book so she can sing along with group. All of\nthe children will wear sunglasses and help retell the adventures of Pete by\nsequencing pictures on individual schedules made of paint sticks with pictures\nattached to velcro. Other activities to support this summer theme\ninclude “writing” a book about all the things the children will “see” in\nsummer, learning about the sound “P” makes using a picture mnemonic of their\nfavorite character, Pete the Cat, and a thematic craft. Core vocabulary boards with\nwords and symbols to request “more” materials, and making choices by\nindicating what colors and shapes they “like” enable all children to\ncommunicate while decorating their foam visors as part of a summer craft\nactivities.
Parents play a key role in\nthe storytime sessions. Facilitators, including some graduate students\nfrom PSU’s special education program, model how to use visual supports, engage\ntheir children with books and experiment with assistive technology during the\nsessions. A take-home sheet with symbols and activities to follow-up at\nhome is provided each session.
Our public libraries play a\nkey role in getting students ready for academic success. For children\nwith disabilities, the library provides another avenue to help nudge the\nreading and writing skills that are so important in their future school\nexperience. The Inclusive Storytime Project is currently holding sessions\non the second and fourth Friday of each month and will run throughout the\nsummer. According to Lacey, “In a way, storytime has become an extension of\nschool, giving him an additional day where he can practice sitting, listening,\nworking on an activity with friends around him. He only gets four hours of\nspecial education preschool, and during the summer there will be several weeks\nwhere he has no school at all. Storytime gently reinforces all of the important\nskills he will need to be ready for kindergarten in an accommodating\nenvironment.”
For\ninformation in the Inclusive Storytime Project at the Hillsboro Library,\ncontact Melissa Pebly, Instructor/Supervisor, Portland State University,\nGraduate School of Education, Department of Special Education at mpebly@pdx.edu.
\n\n
\n\n
\nThe Inclusive Storytime Program\nat the Hillsboro Public Library aims to provide equal access to the activities\noffered during the storytime experience that promote early literacy skills\nlinked to reading and writing success in school. Run by faculty at Portland\nState University (PSU), Inclusive Storytime welcomes all children (see flyer attached at the first image at the end of this post). \n
\nMary Ellen Chase (1952),\nAmerican teacher and author, captured the importance of reading for children in\nthe above quote. The benefits of reading include improved language and\ncommunication skills, better speech skills, increased academic success and\nenhanced concentration and attention to tasks. Some children, however,\nespecially those with complex communication needs due to sensory, motor,\nintellectual or cognitive disabilities, need additional support in order to\ninteract with books and engage in the early literacy activities that are\nfundamental to reading and writing success. These supports include\nadapted books, use of assistive technology and visuals and strategies that\nenable children to participate meaningfully in groups such as fidgets, visual\nprompts and social stories.
\nIntroducing children to the\nmagic of reading is one of the primary missions of the public library.\n Through interactive storytime programs, children have the opportunity to\nengage in literacy-rich activities that promote early reading, provide parents\nwith important models of how to engage their children with books and develop a\nconnection with the library that can become a valued lifelong resource.\n The Inclusive Storytime Program at the Hillsboro Public Library aims to\nprovide equal access to the activities offered during the storytime experience\nthat promote early literacy skills linked to reading and writing success in\nschool. Run by faculty at Portland State University (PSU) with an interest in\nliteracy and a steady group of volunteers with experience and training in\nworking with children with disabilities, the Inclusive Storytime Program\nwelcomes all children to enjoy the storytime experience, as well as gain skills\nin sound-symbol associations, narrative, print-awareness, vocabulary and early\nwriting, skills predictive of future literacy success.
\nRory and Aubree
\nRory, a bright, energetic,\nthree-year-old enters the library and quickly chooses his spot on the carpet.\n Rory was prepared for the group storytime experience by reading a social\nstory at home that describes what will happen and how he will participate.\n He knows that there will be a visual schedule to help him transition from\nactivity to activity, and is familiar with the repetitive songs and structure\nthat will help him fully engage in the session. Rory holds his favorite\n“fidget” and is ready to sing the familiar book song paired with symbols\ndesigned to support all children be active participants in the routine. Books\nare chosen based upon the interests and language abilities of the children and\nsupporting visuals and activities are carefully designed to support the early\nliteracy skills that the children will need to be “school ready”.\n Lacey, Rory’s mom says “The visuals and take-home activities help\nRory the most. Also, having access to fidgets and the ability to move around if\nhe needs to.”
\nThe theme for this week’s\nsession at the library is getting ready for summer. Aubree, who is five,\nis excited to read one of her favorite Pete the Cat books, Pete the Cat and\nthe Magic Sunglasses. Aubree uses a head-switch to activate a\nrecording of the song from the book so she can sing along with group. All of\nthe children will wear sunglasses and help retell the adventures of Pete by\nsequencing pictures on individual schedules made of paint sticks with pictures\nattached to velcro. Other activities to support this summer theme\ninclude “writing” a book about all the things the children will “see” in\nsummer, learning about the sound “P” makes using a picture mnemonic of their\nfavorite character, Pete the Cat, and a thematic craft. Core vocabulary boards with\nwords and symbols to request “more” materials, and making choices by\nindicating what colors and shapes they “like” enable all children to\ncommunicate while decorating their foam visors as part of a summer craft\nactivities.
\nParents play a key role in\nthe storytime sessions. Facilitators, including some graduate students\nfrom PSU’s special education program, model how to use visual supports, engage\ntheir children with books and experiment with assistive technology during the\nsessions. A take-home sheet with symbols and activities to follow-up at\nhome is provided each session.
\nOur public libraries play a\nkey role in getting students ready for academic success. For children\nwith disabilities, the library provides another avenue to help nudge the\nreading and writing skills that are so important in their future school\nexperience. The Inclusive Storytime Project is currently holding sessions\non the second and fourth Friday of each month and will run throughout the\nsummer. According to Lacey, “In a way, storytime has become an extension of\nschool, giving him an additional day where he can practice sitting, listening,\nworking on an activity with friends around him. He only gets four hours of\nspecial education preschool, and during the summer there will be several weeks\nwhere he has no school at all. Storytime gently reinforces all of the important\nskills he will need to be ready for kindergarten in an accommodating\nenvironment.”
\nFor\ninformation in the Inclusive Storytime Project at the Hillsboro Library,\ncontact Melissa Pebly, Instructor/Supervisor, Portland State University,\nGraduate School of Education, Department of Special Education at mpebly@pdx.edu.
\n\n\n
Dr .Joanne Kaeding is a children’s librarian with an interest in accessibility for children with disabilities. Links to an article she has authored on the topic is below.
Kaeding, J., Velasquez, D., Price, D., (2017) ‘Public libraries and access for children with disabilities and their families: A proposed inclusive library model’ in the Journal of the Australian Library and Information Association. DOI: 10.1080/24750158.2017.1298399.
http://www.tandfonline.com/eprint/nfKEe2PxTGQfJgsgKzvI/full
Opening Access to Public Libraries for Children with Disabilities
https://mail.google.com/mail/u/1/#search/kristen/16460bc1aabd1553?projector=1&messagePartId=0.2
\n\n
\nThe following post is\nan example of a portion of our professional development as part of a\nPartnership Grant to support inclusive literacy practices in kindergarten for\nstudents with significant disabilities. \nProfessional development and coaching were provided to address each of\nthe areas identified in the visual schedule as part of our shared reading and\nwriting routine (see first image below).
\n\n\n
Partnership Grant to Facilitate Shared Reading and Writing in an Inclusive Kindergarten
\nDr. Sheldon Loman, Dr. Shaheen Munir-McHill and Melissa Pebly, M.Ed.
\nPortland State University
\n\n\n\n
\n\n
\nDuring the 2018-19 school year, faculty from Portland\nState University led three half-day professional development meetings with\nfaculty at a local elementary school in order to collaborate on how to plan,\nimplement and assess literacy instruction for students with complex support\nneeds. Our professional development sessions included content related to\necological assessment, applying the principles of Universal Design for Learning\n(UDL), developing participation plans for students, provision of balanced\nopportunities to learn reading and writing, infusing core word instruction into\nthe classroom environment and developing adapted materials for reading and\nwriting instruction.\n\n
\n\n\n
\nAttached are example templates (see images 2 & 3) to support vocabulary usage in letter writing practice/patterned writing after reading But No Elephants by Jerry Smath. The book was selected, in part, to support the kindergarten class learning the short vowel sound e that was the targeted sound in their reading and handwriting practice. Several versions of the writing templates were created to address the needs of the diverse student population. Most of the students were asked to practice writing the letter e, some
were challenged to write whole words, and for three of the students who had complex needs, the core word “not” was provided to insert in the patterned writing.
\n\n
","userID":39764,"timestamp":"2018-07-09T19:01:50.48","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17658,"title":"School-Based Shared Reading","body":"\n\n
\nThe following post is\nan example of a portion of our professional development as part of a\nPartnership Grant to support inclusive literacy practices in kindergarten for\nstudents with significant disabilities. \nProfessional development and coaching were provided to address each of\nthe areas identified in the visual schedule as part of our shared reading and\nwriting routine (see image 1).
\n\n\n
\nPartnership\nGrant to Facilitate Shared Reading and Writing in an Inclusive\nKindergarten
\n\n\n
Dr. Sheldon Loman, Dr. Shaheen Munir-McHill and Melissa Pebly, M.Ed.
\n\n\n
Portland State University
\n\n\n
\n\n
\nDuring the 2018-19 school year, faculty from Portland\nState University led three half-day professional development meetings with\nfaculty at a local elementary school in order to collaborate on how to plan,\nimplement and assess literacy instruction for students with complex support\nneeds. Our professional development sessions included content related to\necological assessment, applying the principles of Universal Design for Learning\n(UDL), developing participation plans for students, provision of balanced\nopportunities to learn reading and writing, infusing core word instruction into\nthe classroom environment and developing adapted materials for reading and\nwriting instruction.\n\n
\n\n\n
\nAttached are example templates (see images 2 & 3) to support vocabulary usage in letter writing practice/patterned writing after reading But No Elephants by Jerry Smath. The book was selected, in part, to support the kindergarten class learning the short vowel sound e that was the targeted sound in their reading and handwriting practice. Several versions of the writing templates were created to address the needs of the diverse student population. Most of the students were asked to practice writing the letter e, some were challenged to write whole words, and for three of the students who had complex needs, the core word “not” was provided to insert in the patterned writing.
\n\n\n
","userID":39764,"timestamp":"2018-07-09T19:13:59.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2239,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5986,"postID":17658,"userID":8731,"timestamp":"2018-07-11T14:22:39.42"},{"starID":5991,"postID":17658,"userID":67398,"timestamp":"2018-08-05T16:14:17.48"},{"starID":5997,"postID":17658,"userID":69832,"timestamp":"2018-09-10T21:28:46.207"}],"PostCollectionItems":[{"collectionItemID":393,"collectionID":149,"postID":17658,"quote":"This post is an example of a portion of our professional development as part of a Partnership Grant to support inclusive literacy practices in kindergarten for students with significant disabilities. Professional development and coaching were provided to address each of the areas identified in the visual schedule as part of our shared reading and writing routine."}]}],"Posts1":[{"postID":17652,"title":"Some Favorite Shared Reading Resources","body":"The following are some of my favorite shared reading resources:
https://www.med.unc.edu/ahs/clds/files/conference-hand-outs/asha-2015-shared-reading
http://www.project-core.com/shared-reading/
http://praacticalaac.org/tag/shared-reading/
http://aacliteracy.psu.edu/index.php/page/show/id/8/index.html
\n\n
The Inclusive Storytime Program\nat the Hillsboro Public Library aims to provide equal access to the activities\noffered during the storytime experience that promote early literacy skills\nlinked to reading and writing success in school. Run by faculty at Portland\nState University (PSU), Inclusive Storytime welcomes all children (see flyer attached at the first image at the end of this post). \n
Mary Ellen Chase (1952),\nAmerican teacher and author, captured the importance of reading for children in\nthe above quote. The benefits of reading include improved language and\ncommunication skills, better speech skills, increased academic success and\nenhanced concentration and attention to tasks. Some children, however,\nespecially those with complex communication needs due to sensory, motor,\nintellectual or cognitive disabilities, need additional support in order to\ninteract with books and engage in the early literacy activities that are\nfundamental to reading and writing success. These supports include\nadapted books, use of assistive technology and visuals and strategies that\nenable children to participate meaningfully in groups such as fidgets, visual\nprompts and social stories.
Introducing children to the\nmagic of reading is one of the primary missions of the public library.\n Through interactive storytime programs, children have the opportunity to\nengage in literacy-rich activities that promote early reading, provide parents\nwith important models of how to engage their children with books and develop a\nconnection with the library that can become a valued lifelong resource.\n The Inclusive Storytime Program at the Hillsboro Public Library aims to\nprovide equal access to the activities offered during the storytime experience\nthat promote early literacy skills linked to reading and writing success in\nschool. Run by faculty at Portland State University (PSU) with an interest in\nliteracy and a steady group of volunteers with experience and training in\nworking with children with disabilities, the Inclusive Storytime Program\nwelcomes all children to enjoy the storytime experience, as well as gain skills\nin sound-symbol associations, narrative, print-awareness, vocabulary and early\nwriting, skills predictive of future literacy success.
Rory and Aubree
Rory, a bright, energetic,\nthree-year-old enters the library and quickly chooses his spot on the carpet.\n Rory was prepared for the group storytime experience by reading a social\nstory at home that describes what will happen and how he will participate.\n He knows that there will be a visual schedule to help him transition from\nactivity to activity, and is familiar with the repetitive songs and structure\nthat will help him fully engage in the session. Rory holds his favorite\n“fidget” and is ready to sing the familiar book song paired with symbols\ndesigned to support all children be active participants in the routine. Books\nare chosen based upon the interests and language abilities of the children and\nsupporting visuals and activities are carefully designed to support the early\nliteracy skills that the children will need to be “school ready”.\n Lacey, Rory’s mom says “The visuals and take-home activities help\nRory the most. Also, having access to fidgets and the ability to move around if\nhe needs to.”
The theme for this week’s\nsession at the library is getting ready for summer. Aubree, who is five,\nis excited to read one of her favorite Pete the Cat books, Pete the Cat and\nthe Magic Sunglasses. Aubree uses a head-switch to activate a\nrecording of the song from the book so she can sing along with group. All of\nthe children will wear sunglasses and help retell the adventures of Pete by\nsequencing pictures on individual schedules made of paint sticks with pictures\nattached to velcro. Other activities to support this summer theme\ninclude “writing” a book about all the things the children will “see” in\nsummer, learning about the sound “P” makes using a picture mnemonic of their\nfavorite character, Pete the Cat, and a thematic craft. Core vocabulary boards with\nwords and symbols to request “more” materials, and making choices by\nindicating what colors and shapes they “like” enable all children to\ncommunicate while decorating their foam visors as part of a summer craft\nactivities.
Parents play a key role in\nthe storytime sessions. Facilitators, including some graduate students\nfrom PSU’s special education program, model how to use visual supports, engage\ntheir children with books and experiment with assistive technology during the\nsessions. A take-home sheet with symbols and activities to follow-up at\nhome is provided each session.
Our public libraries play a\nkey role in getting students ready for academic success. For children\nwith disabilities, the library provides another avenue to help nudge the\nreading and writing skills that are so important in their future school\nexperience. The Inclusive Storytime Project is currently holding sessions\non the second and fourth Friday of each month and will run throughout the\nsummer. According to Lacey, “In a way, storytime has become an extension of\nschool, giving him an additional day where he can practice sitting, listening,\nworking on an activity with friends around him. He only gets four hours of\nspecial education preschool, and during the summer there will be several weeks\nwhere he has no school at all. Storytime gently reinforces all of the important\nskills he will need to be ready for kindergarten in an accommodating\nenvironment.”
For\ninformation in the Inclusive Storytime Project at the Hillsboro Library,\ncontact Melissa Pebly, Instructor/Supervisor, Portland State University,\nGraduate School of Education, Department of Special Education at mpebly@pdx.edu.
\n\n
\n\n
\nThe Inclusive Storytime Program\nat the Hillsboro Public Library aims to provide equal access to the activities\noffered during the storytime experience that promote early literacy skills\nlinked to reading and writing success in school. Run by faculty at Portland\nState University (PSU), Inclusive Storytime welcomes all children (see flyer attached at the first image at the end of this post). \n
\nMary Ellen Chase (1952),\nAmerican teacher and author, captured the importance of reading for children in\nthe above quote. The benefits of reading include improved language and\ncommunication skills, better speech skills, increased academic success and\nenhanced concentration and attention to tasks. Some children, however,\nespecially those with complex communication needs due to sensory, motor,\nintellectual or cognitive disabilities, need additional support in order to\ninteract with books and engage in the early literacy activities that are\nfundamental to reading and writing success. These supports include\nadapted books, use of assistive technology and visuals and strategies that\nenable children to participate meaningfully in groups such as fidgets, visual\nprompts and social stories.
\nIntroducing children to the\nmagic of reading is one of the primary missions of the public library.\n Through interactive storytime programs, children have the opportunity to\nengage in literacy-rich activities that promote early reading, provide parents\nwith important models of how to engage their children with books and develop a\nconnection with the library that can become a valued lifelong resource.\n The Inclusive Storytime Program at the Hillsboro Public Library aims to\nprovide equal access to the activities offered during the storytime experience\nthat promote early literacy skills linked to reading and writing success in\nschool. Run by faculty at Portland State University (PSU) with an interest in\nliteracy and a steady group of volunteers with experience and training in\nworking with children with disabilities, the Inclusive Storytime Program\nwelcomes all children to enjoy the storytime experience, as well as gain skills\nin sound-symbol associations, narrative, print-awareness, vocabulary and early\nwriting, skills predictive of future literacy success.
\nRory and Aubree
\nRory, a bright, energetic,\nthree-year-old enters the library and quickly chooses his spot on the carpet.\n Rory was prepared for the group storytime experience by reading a social\nstory at home that describes what will happen and how he will participate.\n He knows that there will be a visual schedule to help him transition from\nactivity to activity, and is familiar with the repetitive songs and structure\nthat will help him fully engage in the session. Rory holds his favorite\n“fidget” and is ready to sing the familiar book song paired with symbols\ndesigned to support all children be active participants in the routine. Books\nare chosen based upon the interests and language abilities of the children and\nsupporting visuals and activities are carefully designed to support the early\nliteracy skills that the children will need to be “school ready”.\n Lacey, Rory’s mom says “The visuals and take-home activities help\nRory the most. Also, having access to fidgets and the ability to move around if\nhe needs to.”
\nThe theme for this week’s\nsession at the library is getting ready for summer. Aubree, who is five,\nis excited to read one of her favorite Pete the Cat books, Pete the Cat and\nthe Magic Sunglasses. Aubree uses a head-switch to activate a\nrecording of the song from the book so she can sing along with group. All of\nthe children will wear sunglasses and help retell the adventures of Pete by\nsequencing pictures on individual schedules made of paint sticks with pictures\nattached to velcro. Other activities to support this summer theme\ninclude “writing” a book about all the things the children will “see” in\nsummer, learning about the sound “P” makes using a picture mnemonic of their\nfavorite character, Pete the Cat, and a thematic craft. Core vocabulary boards with\nwords and symbols to request “more” materials, and making choices by\nindicating what colors and shapes they “like” enable all children to\ncommunicate while decorating their foam visors as part of a summer craft\nactivities.
\nParents play a key role in\nthe storytime sessions. Facilitators, including some graduate students\nfrom PSU’s special education program, model how to use visual supports, engage\ntheir children with books and experiment with assistive technology during the\nsessions. A take-home sheet with symbols and activities to follow-up at\nhome is provided each session.
\nOur public libraries play a\nkey role in getting students ready for academic success. For children\nwith disabilities, the library provides another avenue to help nudge the\nreading and writing skills that are so important in their future school\nexperience. The Inclusive Storytime Project is currently holding sessions\non the second and fourth Friday of each month and will run throughout the\nsummer. According to Lacey, “In a way, storytime has become an extension of\nschool, giving him an additional day where he can practice sitting, listening,\nworking on an activity with friends around him. He only gets four hours of\nspecial education preschool, and during the summer there will be several weeks\nwhere he has no school at all. Storytime gently reinforces all of the important\nskills he will need to be ready for kindergarten in an accommodating\nenvironment.”
\nFor\ninformation in the Inclusive Storytime Project at the Hillsboro Library,\ncontact Melissa Pebly, Instructor/Supervisor, Portland State University,\nGraduate School of Education, Department of Special Education at mpebly@pdx.edu.
\n\n\n
Dr .Joanne Kaeding is a children’s librarian with an interest in accessibility for children with disabilities. Links to an article she has authored on the topic is below.
Kaeding, J., Velasquez, D., Price, D., (2017) ‘Public libraries and access for children with disabilities and their families: A proposed inclusive library model’ in the Journal of the Australian Library and Information Association. DOI: 10.1080/24750158.2017.1298399.
http://www.tandfonline.com/eprint/nfKEe2PxTGQfJgsgKzvI/full
Opening Access to Public Libraries for Children with Disabilities
https://mail.google.com/mail/u/1/#search/kristen/16460bc1aabd1553?projector=1&messagePartId=0.2
\n\n
\nThe following post is\nan example of a portion of our professional development as part of a\nPartnership Grant to support inclusive literacy practices in kindergarten for\nstudents with significant disabilities. \nProfessional development and coaching were provided to address each of\nthe areas identified in the visual schedule as part of our shared reading and\nwriting routine (see first image below).
\n\n\n
Partnership Grant to Facilitate Shared Reading and Writing in an Inclusive Kindergarten
\nDr. Sheldon Loman, Dr. Shaheen Munir-McHill and Melissa Pebly, M.Ed.
\nPortland State University
\n\n\n\n
\n\n
\nDuring the 2018-19 school year, faculty from Portland\nState University led three half-day professional development meetings with\nfaculty at a local elementary school in order to collaborate on how to plan,\nimplement and assess literacy instruction for students with complex support\nneeds. Our professional development sessions included content related to\necological assessment, applying the principles of Universal Design for Learning\n(UDL), developing participation plans for students, provision of balanced\nopportunities to learn reading and writing, infusing core word instruction into\nthe classroom environment and developing adapted materials for reading and\nwriting instruction.\n\n
\n\n\n
\nAttached are example templates (see images 2 & 3) to support vocabulary usage in letter writing practice/patterned writing after reading But No Elephants by Jerry Smath. The book was selected, in part, to support the kindergarten class learning the short vowel sound e that was the targeted sound in their reading and handwriting practice. Several versions of the writing templates were created to address the needs of the diverse student population. Most of the students were asked to practice writing the letter e, some
were challenged to write whole words, and for three of the students who had complex needs, the core word “not” was provided to insert in the patterned writing.
\n\n
","userID":39764,"timestamp":"2018-07-09T19:01:50.48","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17658,"title":"School-Based Shared Reading","body":"\n\n
\nThe following post is\nan example of a portion of our professional development as part of a\nPartnership Grant to support inclusive literacy practices in kindergarten for\nstudents with significant disabilities. \nProfessional development and coaching were provided to address each of\nthe areas identified in the visual schedule as part of our shared reading and\nwriting routine (see image 1).
\n\n\n
\nPartnership\nGrant to Facilitate Shared Reading and Writing in an Inclusive\nKindergarten
\n\n\n
Dr. Sheldon Loman, Dr. Shaheen Munir-McHill and Melissa Pebly, M.Ed.
\n\n\n
Portland State University
\n\n\n
\n\n
\nDuring the 2018-19 school year, faculty from Portland\nState University led three half-day professional development meetings with\nfaculty at a local elementary school in order to collaborate on how to plan,\nimplement and assess literacy instruction for students with complex support\nneeds. Our professional development sessions included content related to\necological assessment, applying the principles of Universal Design for Learning\n(UDL), developing participation plans for students, provision of balanced\nopportunities to learn reading and writing, infusing core word instruction into\nthe classroom environment and developing adapted materials for reading and\nwriting instruction.\n\n
\n\n\n
\nAttached are example templates (see images 2 & 3) to support vocabulary usage in letter writing practice/patterned writing after reading But No Elephants by Jerry Smath. The book was selected, in part, to support the kindergarten class learning the short vowel sound e that was the targeted sound in their reading and handwriting practice. Several versions of the writing templates were created to address the needs of the diverse student population. Most of the students were asked to practice writing the letter e, some were challenged to write whole words, and for three of the students who had complex needs, the core word “not” was provided to insert in the patterned writing.
\n\n\n
","userID":39764,"timestamp":"2018-07-09T19:13:59.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2239,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5986,"postID":17658,"userID":8731,"timestamp":"2018-07-11T14:22:39.42"},{"starID":5991,"postID":17658,"userID":67398,"timestamp":"2018-08-05T16:14:17.48"},{"starID":5997,"postID":17658,"userID":69832,"timestamp":"2018-09-10T21:28:46.207"}],"PostCollectionItems":[{"collectionItemID":393,"collectionID":149,"postID":17658,"quote":"This post is an example of a portion of our professional development as part of a Partnership Grant to support inclusive literacy practices in kindergarten for students with significant disabilities. Professional development and coaching were provided to address each of the areas identified in the visual schedule as part of our shared reading and writing routine."}]}]}},{"collectionID":171,"name":"Parents: The Communication Matrix is for YOU and it’s FREE! ","description":"As a parent or caregiver, your input is one of the most valuable resources available to support your family member with complex communication needs. \n\nThe Matrix is mainly used by speech-language pathologists and educators. But when you use it too, you can be on the same page as the professionals who are helping your child. \n\nCheck out the posts in this collection to find out how the Communication Matrix can help you!","dateCreated":"2022-02-24T16:14:35.003","bio":null,"published":true,"userID":2023,"PostCollectionItems":[{"collectionItemID":490,"collectionID":171,"postID":24634,"quote":"","Post":{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
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Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
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We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
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The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
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Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
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Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
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For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
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For more information: https://canplan.swoogo.com/DBI...
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For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Yoga is rich in teaching opportunities, and can be used to support learning in a wide variety of skill areas-- improving movement patterns and spatial concepts, social interactions, emotional regulation, and language and literacy skills. It is a perfect activity for collaboration between professionals—occupational and physical therapists, orientation and mobility specialists, teachers of the visually impaired, and speech language pathologists may all find opportunities to embed skills from their specialization areas into the yoga routine. The diagram attached at the end of this post shows specific communication and language skills that can be addressed through yoga.
\nAs I have worked as a speech language pathologist to adapt yoga programs for students with visual impairment, I have found that this is truly a collaborative model--it is important to build a strong movement foundation through input from movement specialists such as Occupational and Physical Therapists, and Orientation and Mobility Specialists. Teachers and Speech language pathologists often provide valuable input in developing yoga stories, helping to set up tactile or visual supports/ schedules, and teaching new vocabulary. We all work together to support the process oriented skills needed for any student who is approaching literacy learning. Most of all, the yoga activities provide one context in our busy days in which we can all connect, share an experience and center ourselves for the challenging work we do every day.
Connecting Yoga with Academic Learning
Yoga provides an excellent context for teaching important process oriented skills necessary for any student who is approaching literacy learning:
Connecting with others—the writer and the reader must connect in order for reading or writing to have shared meaning. Yoga is a good place to practice this connection and build perspective-taking, and yoga stories are one way to tie it more closely to the reading and writing instruction in the classroom.
Creativity/symbolic thinking—Especially when reading or writing fiction, students must be able to use their imaginations to assume other identities, imagine what might be instead of being tied to the concrete world of the here-and-now.
Emotional regulation—Recent research on social emotional learning and mindfulness supports the need for students to learn to maintain cognitive and emotional focus as a foundation for all other learning. Typically developing children often learn this through play, and yoga and pretend stories might be a play-based way for older children to approach self regulation as well. Stories, mantras, and meditations that involve the feelings of other characters, controlling one’s own body to move fast and slow and one’s voice to be quiet and loud, will help the child with a visual impairment to practice emotional regulation outside the demands of the everyday social world.
Adapting yoga for students with movement challenges and complex communication needs.
I have found that physical and occupational therapists, as well as adaptive P.E. teachers, are delighted to work with me on adapting the positions in yoga to the capabilities and needs of students with movement limitations. Whenever possible, it is important to perform the yoga activities on the floor, or at least out of the wheelchair. The act of moving and preparing is part of the anticipation that is used to build meaning for this activity. It is also important to use the same mat or cushioned supports to sit on during the yoga activity.
Music is an important component to help build meaning and connection for the students in the yoga activities. I have loved working with the Kundalini program by Shakta Khalsa, who has several music CDs available on her website childrensyoga.com. Her voice is lovely, and the songs are the kind that build joy and stay with you for the rest of the day. Kundalini offers the special benefit for our students with movement challenges, as it is built on a foundation of sound, mantras, and movement repetition, rather than focusing on standing poses and accuracy in achieving the asanas. Links to the tracks from two of her CDs are provided at the end of this blog post. I highly encourage anyone who is interested in her work to try to get training directly from Shakta Khalsa--it was life changing for me, and the music alone does not convey the true content of her program.
Shakta Khalsa, tracks from \"Happy\" and \"Cozy\" CDs
A predictable routine is very important for all of us, but especially for the student who has complex movement and communication needs. I usually begin and end the session with identical activities--beginning with breathing and a warm-up mantra (\"Ommmmm\" or \"ong namo guru dev namo\"), then we move into a few active mantras or poses, focusing on themes of connecting with others, emotional regulation, and symbolic thinking described above. I always end with the same song, \"May the Long time Sun Shine Upon You,\" a classic Kundalini ending, with a \"Sat nam\" to close. When beginning with a new student or group, you may try the beginning, only one active song, and then the ending.
Prompting and supporting the student physically, with care and respect, is important. I always find it helpful to \"practice\" the activity before I turn on the music and we \"do\" the activity. In practice, we are previewing the movements that will be used in the activity itself. Use hand UNDER hand guidance to model the hand positions for the songs and movements. For whole body position, I encourage the child who is visually impaired to tactually \"look\" at my modeling by touching me, and work on matching their position to mine. It is important to assess your own comfort level here--I've found it helpful because many of our older kids did not have enough opportunity to explore their mom's face and body when it was \"acceptable\" as a younger child, and they are often quite puzzled when verbally instructed to \"put your hands over your head\" or \"lie on your tummy.\" Pacing is also important--you might need to use slower sequences of movements for students with visual and motor challenges. The \"Cozy\" CD uses slower movements, and I sometimes start with this. Again, this is an important time to consult with the physical and occupational therapists, as well as orientation and mobility specialists.
Use object, picture or tactile symbols to provide students with information about the sequence of activities to be performed, and to support literacy and communication development. To use object symbols, think carefully about building objects into the routine--perhaps a yoga mat for the whole activity, then maybe a chime to signal the breathing activity, activity-specific hats or bracelets for the student to wear for some of the movement activities, drums or a kazoo for specific songs, a blanket for the resting period at the end. When the students have had practice with all activities, I sometimes use the symbols as a way to give them choice and to enable them to direct the activity. The symbols can be mounted on speech generating devices if the student is using those. The picture at the bottom of this post shows an example of a tactile symbol strip used to support a student in the yoga routine who is blind at the emerging literacy level.
I will add two more posts to this collection to share the ways I've used children's yoga to support language, literacy, social connection and self-regulation. I would love for any of you to share your experiences in using this wonderful activity to support learning in your students with complex communication needs!
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Maloney, Kassandra. Yoga for children with visual and multiple impairments: Fun movements inspired by yoga. TSBVI: Austin, Texas
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
One application of yoga which I have especially enjoyed as a speech language pathologist is in the area of narrative language. Students who are visually impaired have worked together to build a variety of imaginative and meditative stories and mantras which are inspired by the movements, “characters” and sounds of the yoga activities we do together.
Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
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I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. 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During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. 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Students who are visually impaired have worked together to build a variety of imaginative and meditative stories and mantras which are inspired by the movements, “characters” and sounds of the yoga activities we do together.
Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
I want to share this post in the hopes of receiving feedback and facilitating conversation about the issue of tactile symbol standardization. any experiences or input you might have on this topic would be appreciated. It would be easiest for me to locate and respond to your thoughts if they are posted on the pathstoliteracy.org site, but I will also check here.
Linda Hagood
pathstoliteracy.org/blog/question-symbol-standardization-invitation-discussion
I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
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","userID":3161,"timestamp":"2016-04-11T09:57:30.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5507,"postID":8122,"userID":8827,"timestamp":"2016-04-16T16:28:04.28"}],"PostCollectionItems":[{"collectionItemID":28,"collectionID":23,"postID":8122,"quote":"Here's an introduction to this collection of posts by and for families."}]},{"postID":8220,"title":"Making Topic Expansion a Priority in the IEP","body":"Topic expansion is an important area to include in the IEP. In this item, sample IEP objectives are demonstrated. PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING
TOPIC EXPANSION IN THE STUDENT’S IEP.
IEP Ideas:
Topic expansion goals should often be included in the IEP. Here are some examples of goals for topic/ associated vocabulary goals.
Joey—emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/choosing.
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects.
","userID":3161,"timestamp":"2016-05-16T23:15:41.4","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8223,"title":"Introduction- The Importance of Topics for Students with Complex Communication Needs","body":"Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation—
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” Below are some examples of topics for communication and associated context specific (“fringe”) vocabulary.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described.
In the previous post, we discussed the importance of expanding topics for communication. In this session, we will begin to discuss strategies for addressing topic-expansion goals and objectives.
PLEASE SHARE ANY INVENTORIES OR ASSESSMENT INSTRUMENTS WHICH YOU FIND
Some strategies for expanding topics for interaction and communication in students with emerging or context-dependent communication:
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes.
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home). (https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf)
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following featureConsistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
Structured to build opportunities for communication through sabotage, planned surprises/ changes.
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
This started as an isolating activity, which Joey used to calm himself, and the teacher has gradually turned it into a more interactive experience, a topic for communication. She and Joey have added hand and body movements to the routine. Jeffrey really loves the black and white “whale gloves” which one of the partners wear when they’re doing the Beluga Dance., and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player to play an accompanying beat to the music. She and Joey often exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Other fish topics
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this post, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling. PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners (peers, parents, siblings, other teachers, different paraeducators) to the activity.
· Playgroups. With appropriate instruction and coaching, peers can be motivating communication partners for students with complex communication needs. They oftennotice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg. In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “noviceplayer.” Wolfberg’s website provides a lot of information and references for those who would like to use this model.http://www.autisminstitute.com/ipgmodel.html
· Video modeling. This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
Step #5. Add interests/ activities of communication partners to the topic inventories.
· Observe peers or siblings at play and in lunchroom. What are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activitiesor people on phones, listening to music.
· Teachers and therapists. Your “likes” count too! Think about what YOU like to do and find a way to include it in the classroom schedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
· Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this collection, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling.
PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners to the activity (peers, parents,siblings, other teachers, different paraeducators) to the activity
Playgroups. With appropriate instruction and coaching, peers can be motivating communication
partners for students with complex communication needs. They often notice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg (2003). In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “novice player.” Wolfberg’s website provides a lot of information and references for those who would like to use this model. http://www.autisminstitute.com/ipgmodel.html
Wolfberg, P.J. (2003) Peer play and the autism spectrum: The art of guiding children’s socialization and
imagination (Integrated Play Groups Field Manual) Shawnee, KS: Autism Asperger Publishing
Company
Video Modeling.This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
See the following link and reference for detailed instructions on producing videotapes to model social communication skills. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.u...
LaCava, P. (2008). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH:OCALI.
Step #5. Add interests/ activities of communication partners to the topic inventories.
Observe peers or siblings at play and in the lunchroom—what are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activities or people on phones, listening to music.
Teachers and therapists—your “likes” count too! Think about what YOU like to do and find a way to include it in the classroomschedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Topic expansion is an important area to include in the IEP. Goals for expanding vocabulary are often found in IEPs,; however, in my experience, these are not usually tied to topics but to norms or curricular expectations, and are often quite difficult to measure. When the topic expansion becomes the goal, it is easier to generate specific vocabulary in daily lesson plans, or to represent on AAC devices as \"fringe\" vocabulary. In this item,sample IEP objectives are shared.
PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING TOPIC EXPANSION IN THE STUDENT’S IEP.
Here are some examples of goals for topic/ associated vocabulary goals .
Joey is an emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand variety of topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/
choosing, ( at least 3 times per session for each of the 5 activities,in 3 consecutive sessions per activity)
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects (3 consecutive presentations for each of the 5 activities without specific prompts)
Susan is an intentional, symbolic, context dependent communicator. She uses about 50 words/ signs, just to request or protest, only wants to play with iPad or computer games, but will name pictures and objects, and uses a few to request these favorite activities.
Goal: Expand topics for interaction and communication
Objective 1: Susan will engage in 3 turntaking games at computer with peer or adult partner.
Objective 2: Susan will use iPad to take pictures of peers engaged in hands-on leisure and domestic activities, and will participate in labeling those pictures using imitated recorded speech, then sharing those pictures with partners.
Objective 3: Susan will participate in activities which she has helped to photograph or model.
I'm interested in joining this conversation, but am having a very hard time getting this posted (you may be seeing several versions of this post, as I am repeatedly attempting to \"publish\" this post and can't quite figure out how to add it to the Emergent Literacy collection. I want to share some ideas for play-based narrative writing--more focused on teaching the social communication and narrative language than the use of \"alternative pencils\" or the mechanics of writing or prelinguistic phonological skills that have been described in Sturm's work and the other posts in this collection. In this intervention, developed for students with autism and visual impairment who have at least single word symbolic communication skills, writing is the context not the goal. Initially the adult facilitator does all of the writing, and the students working in dyads or small groups work on blending their ideas to create fictional narratives. Please give me feedback on the slides below which show the parallels between writing and play. This is a topic that is near and dear to me, as the topic of my doctoral research.
","userID":3161,"timestamp":"2017-08-19T23:50:20.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1192,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5872,"postID":10828,"userID":8731,"timestamp":"2017-08-22T03:12:41.23"}],"PostCollectionItems":[{"collectionItemID":277,"collectionID":123,"postID":10828,"quote":"Linda Hagood shared this very interesting post about using writing as a context for working on early developmental skills like play. This is a really interesting idea that uses the act of co-creation that happens when adults and children write together as an opportunity to address these skills. In some of my work on emergent writing with children who have CIN, a school-based SLP and I have also seen writing as a really important context that can be used to address all sorts of speech-language goals. I haven't thought about it in terms of the development of play skills before! "}]},{"postID":17522,"title":"Using Yoga to Support Social Interaction, Language, Literacy, & Self Regulation","body":"Yoga is rich in teaching opportunities, and can be used to support learning in a wide variety of skill areas-- improving movement patterns and spatial concepts, social interactions, emotional regulation, and language and literacy skills. It is a perfect activity for collaboration between professionals—occupational and physical therapists, orientation and mobility specialists, teachers of the visually impaired, and speech language pathologists may all find opportunities to embed skills from their specialization areas into the yoga routine. The diagram attached at the end of this post shows specific communication and language skills that can be addressed through yoga.
\nAs I have worked as a speech language pathologist to adapt yoga programs for students with visual impairment, I have found that this is truly a collaborative model--it is important to build a strong movement foundation through input from movement specialists such as Occupational and Physical Therapists, and Orientation and Mobility Specialists. Teachers and Speech language pathologists often provide valuable input in developing yoga stories, helping to set up tactile or visual supports/ schedules, and teaching new vocabulary. We all work together to support the process oriented skills needed for any student who is approaching literacy learning. Most of all, the yoga activities provide one context in our busy days in which we can all connect, share an experience and center ourselves for the challenging work we do every day.
Connecting Yoga with Academic Learning
Yoga provides an excellent context for teaching important process oriented skills necessary for any student who is approaching literacy learning:
Connecting with others—the writer and the reader must connect in order for reading or writing to have shared meaning. Yoga is a good place to practice this connection and build perspective-taking, and yoga stories are one way to tie it more closely to the reading and writing instruction in the classroom.
Creativity/symbolic thinking—Especially when reading or writing fiction, students must be able to use their imaginations to assume other identities, imagine what might be instead of being tied to the concrete world of the here-and-now.
Emotional regulation—Recent research on social emotional learning and mindfulness supports the need for students to learn to maintain cognitive and emotional focus as a foundation for all other learning. Typically developing children often learn this through play, and yoga and pretend stories might be a play-based way for older children to approach self regulation as well. Stories, mantras, and meditations that involve the feelings of other characters, controlling one’s own body to move fast and slow and one’s voice to be quiet and loud, will help the child with a visual impairment to practice emotional regulation outside the demands of the everyday social world.
Adapting yoga for students with movement challenges and complex communication needs.
I have found that physical and occupational therapists, as well as adaptive P.E. teachers, are delighted to work with me on adapting the positions in yoga to the capabilities and needs of students with movement limitations. Whenever possible, it is important to perform the yoga activities on the floor, or at least out of the wheelchair. The act of moving and preparing is part of the anticipation that is used to build meaning for this activity. It is also important to use the same mat or cushioned supports to sit on during the yoga activity.
Music is an important component to help build meaning and connection for the students in the yoga activities. I have loved working with the Kundalini program by Shakta Khalsa, who has several music CDs available on her website childrensyoga.com. Her voice is lovely, and the songs are the kind that build joy and stay with you for the rest of the day. Kundalini offers the special benefit for our students with movement challenges, as it is built on a foundation of sound, mantras, and movement repetition, rather than focusing on standing poses and accuracy in achieving the asanas. Links to the tracks from two of her CDs are provided at the end of this blog post. I highly encourage anyone who is interested in her work to try to get training directly from Shakta Khalsa--it was life changing for me, and the music alone does not convey the true content of her program.
Shakta Khalsa, tracks from \"Happy\" and \"Cozy\" CDs
A predictable routine is very important for all of us, but especially for the student who has complex movement and communication needs. I usually begin and end the session with identical activities--beginning with breathing and a warm-up mantra (\"Ommmmm\" or \"ong namo guru dev namo\"), then we move into a few active mantras or poses, focusing on themes of connecting with others, emotional regulation, and symbolic thinking described above. I always end with the same song, \"May the Long time Sun Shine Upon You,\" a classic Kundalini ending, with a \"Sat nam\" to close. When beginning with a new student or group, you may try the beginning, only one active song, and then the ending.
Prompting and supporting the student physically, with care and respect, is important. I always find it helpful to \"practice\" the activity before I turn on the music and we \"do\" the activity. In practice, we are previewing the movements that will be used in the activity itself. Use hand UNDER hand guidance to model the hand positions for the songs and movements. For whole body position, I encourage the child who is visually impaired to tactually \"look\" at my modeling by touching me, and work on matching their position to mine. It is important to assess your own comfort level here--I've found it helpful because many of our older kids did not have enough opportunity to explore their mom's face and body when it was \"acceptable\" as a younger child, and they are often quite puzzled when verbally instructed to \"put your hands over your head\" or \"lie on your tummy.\" Pacing is also important--you might need to use slower sequences of movements for students with visual and motor challenges. The \"Cozy\" CD uses slower movements, and I sometimes start with this. Again, this is an important time to consult with the physical and occupational therapists, as well as orientation and mobility specialists.
Use object, picture or tactile symbols to provide students with information about the sequence of activities to be performed, and to support literacy and communication development. To use object symbols, think carefully about building objects into the routine--perhaps a yoga mat for the whole activity, then maybe a chime to signal the breathing activity, activity-specific hats or bracelets for the student to wear for some of the movement activities, drums or a kazoo for specific songs, a blanket for the resting period at the end. When the students have had practice with all activities, I sometimes use the symbols as a way to give them choice and to enable them to direct the activity. The symbols can be mounted on speech generating devices if the student is using those. The picture at the bottom of this post shows an example of a tactile symbol strip used to support a student in the yoga routine who is blind at the emerging literacy level.
I will add two more posts to this collection to share the ways I've used children's yoga to support language, literacy, social connection and self-regulation. I would love for any of you to share your experiences in using this wonderful activity to support learning in your students with complex communication needs!
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Maloney, Kassandra. Yoga for children with visual and multiple impairments: Fun movements inspired by yoga. TSBVI: Austin, Texas
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:43:27.857","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17525,"title":"The Row Boat Ride- A \"Hybrid Yoga Story\"","body":"The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:45:30.403","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1152,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5977,"postID":17525,"userID":3203,"timestamp":"2018-06-27T17:50:06.323"}],"PostCollectionItems":[{"collectionItemID":382,"collectionID":147,"postID":17525,"quote":"This post includes an example of a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity."}]},{"postID":17527,"title":"Addressing Narrative Language & Literacy Goals in Yoga Activities","body":"One application of yoga which I have especially enjoyed as a speech language pathologist is in the area of narrative language. Students who are visually impaired have worked together to build a variety of imaginative and meditative stories and mantras which are inspired by the movements, “characters” and sounds of the yoga activities we do together.
Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
I want to share this post in the hopes of receiving feedback and facilitating conversation about the issue of tactile symbol standardization. any experiences or input you might have on this topic would be appreciated. It would be easiest for me to locate and respond to your thoughts if they are posted on the pathstoliteracy.org site, but I will also check here.
Linda Hagood
pathstoliteracy.org/blog/question-symbol-standardization-invitation-discussion
I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067"},{"starID":5495,"postID":8095,"userID":1015,"timestamp":"2016-03-16T19:53:38.513"}],"PostCollectionItems":[]},{"postID":8096,"title":"","body":"","userID":3161,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8122,"title":"Communication and Symbolic Behavior Scales--seeking reviews","body":"I am trying to get information about the usefulness of the Communication and Symbolic Behavior Scales (Prizant and Wetherby). It's pretty expensive, and before ordering it, I'd like to hear from people who have used it about whether it has been helpful. The districts I work with seem interested in whether it can be used to identify children for eligibility. I am more concerned with whether it has been helpful in goal selection and monitoring progress. I'm especially interested in the norms for kids who are older than 2 years (it states up to six years with developmental delays). Has anybody here had experience with either the \"screening\" version or the full test--also wondering about whether the screening version would serve my purposes.
","userID":3161,"timestamp":"2016-04-11T09:57:30.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5507,"postID":8122,"userID":8827,"timestamp":"2016-04-16T16:28:04.28"}],"PostCollectionItems":[{"collectionItemID":28,"collectionID":23,"postID":8122,"quote":"Here's an introduction to this collection of posts by and for families."}]},{"postID":8220,"title":"Making Topic Expansion a Priority in the IEP","body":"Topic expansion is an important area to include in the IEP. In this item, sample IEP objectives are demonstrated. PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING
TOPIC EXPANSION IN THE STUDENT’S IEP.
IEP Ideas:
Topic expansion goals should often be included in the IEP. Here are some examples of goals for topic/ associated vocabulary goals.
Joey—emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/choosing.
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects.
","userID":3161,"timestamp":"2016-05-16T23:15:41.4","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8223,"title":"Introduction- The Importance of Topics for Students with Complex Communication Needs","body":"Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation—
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” Below are some examples of topics for communication and associated context specific (“fringe”) vocabulary.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described.
In the previous post, we discussed the importance of expanding topics for communication. In this session, we will begin to discuss strategies for addressing topic-expansion goals and objectives.
PLEASE SHARE ANY INVENTORIES OR ASSESSMENT INSTRUMENTS WHICH YOU FIND
Some strategies for expanding topics for interaction and communication in students with emerging or context-dependent communication:
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes.
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home). (https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf)
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following featureConsistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
Structured to build opportunities for communication through sabotage, planned surprises/ changes.
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
This started as an isolating activity, which Joey used to calm himself, and the teacher has gradually turned it into a more interactive experience, a topic for communication. She and Joey have added hand and body movements to the routine. Jeffrey really loves the black and white “whale gloves” which one of the partners wear when they’re doing the Beluga Dance., and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player to play an accompanying beat to the music. She and Joey often exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Other fish topics
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this post, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling. PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners (peers, parents, siblings, other teachers, different paraeducators) to the activity.
· Playgroups. With appropriate instruction and coaching, peers can be motivating communication partners for students with complex communication needs. They oftennotice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg. In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “noviceplayer.” Wolfberg’s website provides a lot of information and references for those who would like to use this model.http://www.autisminstitute.com/ipgmodel.html
· Video modeling. This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
Step #5. Add interests/ activities of communication partners to the topic inventories.
· Observe peers or siblings at play and in lunchroom. What are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activitiesor people on phones, listening to music.
· Teachers and therapists. Your “likes” count too! Think about what YOU like to do and find a way to include it in the classroom schedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
· Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this collection, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling.
PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners to the activity (peers, parents,siblings, other teachers, different paraeducators) to the activity
Playgroups. With appropriate instruction and coaching, peers can be motivating communication
partners for students with complex communication needs. They often notice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg (2003). In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “novice player.” Wolfberg’s website provides a lot of information and references for those who would like to use this model. http://www.autisminstitute.com/ipgmodel.html
Wolfberg, P.J. (2003) Peer play and the autism spectrum: The art of guiding children’s socialization and
imagination (Integrated Play Groups Field Manual) Shawnee, KS: Autism Asperger Publishing
Company
Video Modeling.This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
See the following link and reference for detailed instructions on producing videotapes to model social communication skills. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.u...
LaCava, P. (2008). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH:OCALI.
Step #5. Add interests/ activities of communication partners to the topic inventories.
Observe peers or siblings at play and in the lunchroom—what are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activities or people on phones, listening to music.
Teachers and therapists—your “likes” count too! Think about what YOU like to do and find a way to include it in the classroomschedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Topic expansion is an important area to include in the IEP. Goals for expanding vocabulary are often found in IEPs,; however, in my experience, these are not usually tied to topics but to norms or curricular expectations, and are often quite difficult to measure. When the topic expansion becomes the goal, it is easier to generate specific vocabulary in daily lesson plans, or to represent on AAC devices as \"fringe\" vocabulary. In this item,sample IEP objectives are shared.
PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING TOPIC EXPANSION IN THE STUDENT’S IEP.
Here are some examples of goals for topic/ associated vocabulary goals .
Joey is an emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand variety of topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/
choosing, ( at least 3 times per session for each of the 5 activities,in 3 consecutive sessions per activity)
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects (3 consecutive presentations for each of the 5 activities without specific prompts)
Susan is an intentional, symbolic, context dependent communicator. She uses about 50 words/ signs, just to request or protest, only wants to play with iPad or computer games, but will name pictures and objects, and uses a few to request these favorite activities.
Goal: Expand topics for interaction and communication
Objective 1: Susan will engage in 3 turntaking games at computer with peer or adult partner.
Objective 2: Susan will use iPad to take pictures of peers engaged in hands-on leisure and domestic activities, and will participate in labeling those pictures using imitated recorded speech, then sharing those pictures with partners.
Objective 3: Susan will participate in activities which she has helped to photograph or model.
I'm interested in joining this conversation, but am having a very hard time getting this posted (you may be seeing several versions of this post, as I am repeatedly attempting to \"publish\" this post and can't quite figure out how to add it to the Emergent Literacy collection. I want to share some ideas for play-based narrative writing--more focused on teaching the social communication and narrative language than the use of \"alternative pencils\" or the mechanics of writing or prelinguistic phonological skills that have been described in Sturm's work and the other posts in this collection. In this intervention, developed for students with autism and visual impairment who have at least single word symbolic communication skills, writing is the context not the goal. Initially the adult facilitator does all of the writing, and the students working in dyads or small groups work on blending their ideas to create fictional narratives. Please give me feedback on the slides below which show the parallels between writing and play. This is a topic that is near and dear to me, as the topic of my doctoral research.
","userID":3161,"timestamp":"2017-08-19T23:50:20.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1192,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5872,"postID":10828,"userID":8731,"timestamp":"2017-08-22T03:12:41.23"}],"PostCollectionItems":[{"collectionItemID":277,"collectionID":123,"postID":10828,"quote":"Linda Hagood shared this very interesting post about using writing as a context for working on early developmental skills like play. This is a really interesting idea that uses the act of co-creation that happens when adults and children write together as an opportunity to address these skills. In some of my work on emergent writing with children who have CIN, a school-based SLP and I have also seen writing as a really important context that can be used to address all sorts of speech-language goals. I haven't thought about it in terms of the development of play skills before! "}]},{"postID":17522,"title":"Using Yoga to Support Social Interaction, Language, Literacy, & Self Regulation","body":"Yoga is rich in teaching opportunities, and can be used to support learning in a wide variety of skill areas-- improving movement patterns and spatial concepts, social interactions, emotional regulation, and language and literacy skills. It is a perfect activity for collaboration between professionals—occupational and physical therapists, orientation and mobility specialists, teachers of the visually impaired, and speech language pathologists may all find opportunities to embed skills from their specialization areas into the yoga routine. The diagram attached at the end of this post shows specific communication and language skills that can be addressed through yoga.
\nAs I have worked as a speech language pathologist to adapt yoga programs for students with visual impairment, I have found that this is truly a collaborative model--it is important to build a strong movement foundation through input from movement specialists such as Occupational and Physical Therapists, and Orientation and Mobility Specialists. Teachers and Speech language pathologists often provide valuable input in developing yoga stories, helping to set up tactile or visual supports/ schedules, and teaching new vocabulary. We all work together to support the process oriented skills needed for any student who is approaching literacy learning. Most of all, the yoga activities provide one context in our busy days in which we can all connect, share an experience and center ourselves for the challenging work we do every day.
Connecting Yoga with Academic Learning
Yoga provides an excellent context for teaching important process oriented skills necessary for any student who is approaching literacy learning:
Connecting with others—the writer and the reader must connect in order for reading or writing to have shared meaning. Yoga is a good place to practice this connection and build perspective-taking, and yoga stories are one way to tie it more closely to the reading and writing instruction in the classroom.
Creativity/symbolic thinking—Especially when reading or writing fiction, students must be able to use their imaginations to assume other identities, imagine what might be instead of being tied to the concrete world of the here-and-now.
Emotional regulation—Recent research on social emotional learning and mindfulness supports the need for students to learn to maintain cognitive and emotional focus as a foundation for all other learning. Typically developing children often learn this through play, and yoga and pretend stories might be a play-based way for older children to approach self regulation as well. Stories, mantras, and meditations that involve the feelings of other characters, controlling one’s own body to move fast and slow and one’s voice to be quiet and loud, will help the child with a visual impairment to practice emotional regulation outside the demands of the everyday social world.
Adapting yoga for students with movement challenges and complex communication needs.
I have found that physical and occupational therapists, as well as adaptive P.E. teachers, are delighted to work with me on adapting the positions in yoga to the capabilities and needs of students with movement limitations. Whenever possible, it is important to perform the yoga activities on the floor, or at least out of the wheelchair. The act of moving and preparing is part of the anticipation that is used to build meaning for this activity. It is also important to use the same mat or cushioned supports to sit on during the yoga activity.
Music is an important component to help build meaning and connection for the students in the yoga activities. I have loved working with the Kundalini program by Shakta Khalsa, who has several music CDs available on her website childrensyoga.com. Her voice is lovely, and the songs are the kind that build joy and stay with you for the rest of the day. Kundalini offers the special benefit for our students with movement challenges, as it is built on a foundation of sound, mantras, and movement repetition, rather than focusing on standing poses and accuracy in achieving the asanas. Links to the tracks from two of her CDs are provided at the end of this blog post. I highly encourage anyone who is interested in her work to try to get training directly from Shakta Khalsa--it was life changing for me, and the music alone does not convey the true content of her program.
Shakta Khalsa, tracks from \"Happy\" and \"Cozy\" CDs
A predictable routine is very important for all of us, but especially for the student who has complex movement and communication needs. I usually begin and end the session with identical activities--beginning with breathing and a warm-up mantra (\"Ommmmm\" or \"ong namo guru dev namo\"), then we move into a few active mantras or poses, focusing on themes of connecting with others, emotional regulation, and symbolic thinking described above. I always end with the same song, \"May the Long time Sun Shine Upon You,\" a classic Kundalini ending, with a \"Sat nam\" to close. When beginning with a new student or group, you may try the beginning, only one active song, and then the ending.
Prompting and supporting the student physically, with care and respect, is important. I always find it helpful to \"practice\" the activity before I turn on the music and we \"do\" the activity. In practice, we are previewing the movements that will be used in the activity itself. Use hand UNDER hand guidance to model the hand positions for the songs and movements. For whole body position, I encourage the child who is visually impaired to tactually \"look\" at my modeling by touching me, and work on matching their position to mine. It is important to assess your own comfort level here--I've found it helpful because many of our older kids did not have enough opportunity to explore their mom's face and body when it was \"acceptable\" as a younger child, and they are often quite puzzled when verbally instructed to \"put your hands over your head\" or \"lie on your tummy.\" Pacing is also important--you might need to use slower sequences of movements for students with visual and motor challenges. The \"Cozy\" CD uses slower movements, and I sometimes start with this. Again, this is an important time to consult with the physical and occupational therapists, as well as orientation and mobility specialists.
Use object, picture or tactile symbols to provide students with information about the sequence of activities to be performed, and to support literacy and communication development. To use object symbols, think carefully about building objects into the routine--perhaps a yoga mat for the whole activity, then maybe a chime to signal the breathing activity, activity-specific hats or bracelets for the student to wear for some of the movement activities, drums or a kazoo for specific songs, a blanket for the resting period at the end. When the students have had practice with all activities, I sometimes use the symbols as a way to give them choice and to enable them to direct the activity. The symbols can be mounted on speech generating devices if the student is using those. The picture at the bottom of this post shows an example of a tactile symbol strip used to support a student in the yoga routine who is blind at the emerging literacy level.
I will add two more posts to this collection to share the ways I've used children's yoga to support language, literacy, social connection and self-regulation. I would love for any of you to share your experiences in using this wonderful activity to support learning in your students with complex communication needs!
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Maloney, Kassandra. Yoga for children with visual and multiple impairments: Fun movements inspired by yoga. TSBVI: Austin, Texas
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:43:27.857","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17525,"title":"The Row Boat Ride- A \"Hybrid Yoga Story\"","body":"The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
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Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
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For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:43:55.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5959,"postID":15711,"userID":2018,"timestamp":"2018-05-31T20:02:04.737","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}}],"User":{"userID":45026,"userName":"colleen.hammersmith@d214.org","email":"colleen.hammersmith@d214.org","photo":"","firstName":"Colleen","lastName":"Hammersmith","city":"","stateID":null,"bio":"","lastLogin":"2017-10-11T05:19:42.03","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-15T23:04:57.723","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":35401,"userID":45026,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":45026,"userName":"colleen.hammersmith@d214.org","email":"colleen.hammersmith@d214.org","photo":"","firstName":"Colleen","lastName":"Hammersmith","city":"","stateID":null,"bio":"","lastLogin":"2017-10-11T05:19:42.03","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-15T23:04:57.723","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":35401,"userID":45026,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":372,"collectionID":143,"postID":15710,"quote":"This post relates to how to push into the classroom and how to model using AAC. ","Post":{"postID":15710,"title":"Using Aug Com Across Contexts; Making It Fun Makes It Meaningful","body":"This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:17:50.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":775,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5960,"postID":15710,"userID":2018,"timestamp":"2018-05-31T20:02:27.97","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}}],"User":{"userID":45026,"userName":"colleen.hammersmith@d214.org","email":"colleen.hammersmith@d214.org","photo":"","firstName":"Colleen","lastName":"Hammersmith","city":"","stateID":null,"bio":"","lastLogin":"2017-10-11T05:19:42.03","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-15T23:04:57.723","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":35401,"userID":45026,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":45026,"userName":"colleen.hammersmith@d214.org","email":"colleen.hammersmith@d214.org","photo":"","firstName":"Colleen","lastName":"Hammersmith","city":"","stateID":null,"bio":"","lastLogin":"2017-10-11T05:19:42.03","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-15T23:04:57.723","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":35401,"userID":45026,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":373,"collectionID":143,"postID":14373,"quote":"This post gives insight from a assistive technologist and how she helps support the students throughout the day. ","Post":{"postID":14373,"title":"Building an Integrated Approach to Communication","body":"In our district, we are trying to build a more integrated approach with regards to our therapists, involving them more in the day-to-day classroom, especially when it comes to speech & language. Due to caseload size and number of minutes, our SLP is trying to move to this integrated approach, supporting her students throughout the day, and modeling expected communication with AAC devices for the teachers and assistants as well, so that speech doesn't just happen during speech time.
As the district's AT specialist, I have tried to focus on supporting the classroom assistants this year, modeling for them the kinds of language they can use with the students during different academic times as well as social times, how to use the device during literacy, math, motor group, etc. The program assistants I work with have been wonderful and are always happy to learn more about how best to support the students, but still are hesitant when it comes to modeling on a student's AAC device. What are some ways that you have found to help build competence/confidence in your teachers/program assistants when using aided language stimulation?
","userID":41402,"timestamp":"2018-04-13T19:41:05.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":828,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5968,"postID":14373,"userID":3203,"timestamp":"2018-06-11T17:25:08.977","User":{"userID":3203,"userName":"KristiA","email":"atkinskr@ohsu.edu","photo":null,"firstName":"Kristi ","lastName":"Atkins","city":"Portland","stateID":"OR","bio":"I am a speech-language pathologist and associate professor at Oregon Health & Science University. ","lastLogin":"2015-03-09T11:22:06.643","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Child Development and Rehabilitation Center","organization2":"Oregon Health and Science University","staff":false,"emailer":"never","lastEmailSent":"2016-06-13T23:02:00.883","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":171293,"userID":3203,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":41402,"userName":"csullivan@d23.org","email":"csullivan@d23.org","photo":"","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2017-08-30T19:43:11.897","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-05T23:04:41.8","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":41402,"userName":"csullivan@d23.org","email":"csullivan@d23.org","photo":"","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2017-08-30T19:43:11.897","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-05T23:04:41.8","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":374,"collectionID":143,"postID":13920,"quote":"Candice shares her experience as a Speech and Language Pathologist start to build an integrated approach. ","Post":{"postID":13920,"title":"Integrated Approach to Communication","body":"As a speech language pathologist, I am trying to focus on an integrated approach when working with students with complex communication needs in the classroom. Currently, in a self-contained classroom, I am pulling students out into a small side office to work with them and focus on their IEP goals. However, it is very difficult to meet the high minutes for each of these students. This method also does not allow for the teacher and paraprofessionals to be able to see how I am working with the students and their communication devices and for effective carryover of strategies. I would like to be able to deliver services within the classroom schedule and not have a separate schedule of my own. I would like to be able to do more collaborative teaching with the classroom teacher in the area of literacy. I would like to capitalize on non-structured times throughout the day such as arrival, snack, and departure to create communication opportunities. One area the teacher and I have been focusing on involves the News2You curriculum. It is a weekly current events story that incorporates literacy, social studies, and science. I have been working with a paraprofessional and a small group of students. The paraprofessional leads the group and I help facilitate communication with the students. This has been working well so far. Has anybody had success with this approach? Any other areas that would make for good communication opportunities?
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","userID":41404,"timestamp":"2018-01-24T19:02:07.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2549,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":13914,"title":"Level 3 Student","body":"The student we have is a student with Down Syndrome. He communicates mostly with PECS but he is able to verbalize and repeat words. When assessing him with the Communication Matrix, he is primarily at Level 3. Daily we noticed that he is able to verbalize 'no' with meaning, but when asked if he would like a certain reinforcer, he will not verbalize 'yes' he will just say the object. We also have observed he may want something, but then will throw the object which meant he did not want the reinforcer. As a team, we thought that we should link a level 4 indicator rejects and refuses appropriately. We created a goal: when presented with an item/activity that is in sight and asked “Do you want ___?” or “Do you want this?”, he will indicate “yes” or “no” using a multimodal response (head shake/nod, picture, word approximation) in 8 out of 10 trials independently. Since assessing him, he has made progress, when given a model, he is indicating \"yes\" or \"no\" when presented with an item/activity that is in sight and asked “Do you want ___?” or “Do you want this?” in 5/10 opportunities. We are excited to see the progress he is making!
","userID":41404,"timestamp":"2018-04-05T18:01:30.743","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":142,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":13921,"title":"Building an Integrated Approach to Communication ","body":"As a special education teacher in a self contained classroom, I have six students with varying abilities, communication devices, and behavior needs. This year I began to step away from the whole group and shifted to the centers-based approach to best meet the needs of my students. As my assistants and I are instructing the curriculum during literacy and math, there is also therapies going on in the classroom. It is not always easy to be able to observe what my therapists are doing with the individual students since I am instructing at the same time. As the need of our students are more demanding and the carry over from therapies to the classroom are not always consistent, integrated services for Speech and Language best benefit us. To start small, my coworker (the speech and language pathologist) and I met to discuss in what area would it be best for her to integrate into our classroom instruction. We decided News 2 You, our current events newspaper, would be best since the materials are available online, there is vocabulary and new topics each week, and she can work with an assistant who is leading the lesson and the speech and language pathologist could support using their devices and promoting communication throughout the lesson. Our goal is for speech and language services be fluid throughout our instruction and for myself as the teacher and the assistants to carryover the strategies that our speech and language pathologist uses during her instruction. As the integrated services approach is still novel to us, has anyone had success or suggestions for integrating speech services into the classroom?
","userID":41404,"timestamp":"2018-04-05T19:23:09.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":703,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":375,"collectionID":143,"postID":13921,"quote":"This is from the point of view of a special education teacher and how to build an integrated about with Speech and Language services. "}]},{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
I have a question for the student that is participating in the Communication Matrix Grant Project. The parents preferred a paper copy to complete instead of doing it online due to their conflicting work schedules. We have the paper copy. Should we scan it and email it to Kelly Fonner or upload it to our Moodle. If we upload it to the Moodle, where do we attach it? Thanks!
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","userID":41404,"timestamp":"2018-04-05T18:01:30.743","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":142,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":13921,"title":"Building an Integrated Approach to Communication ","body":"As a special education teacher in a self contained classroom, I have six students with varying abilities, communication devices, and behavior needs. This year I began to step away from the whole group and shifted to the centers-based approach to best meet the needs of my students. As my assistants and I are instructing the curriculum during literacy and math, there is also therapies going on in the classroom. It is not always easy to be able to observe what my therapists are doing with the individual students since I am instructing at the same time. As the need of our students are more demanding and the carry over from therapies to the classroom are not always consistent, integrated services for Speech and Language best benefit us. To start small, my coworker (the speech and language pathologist) and I met to discuss in what area would it be best for her to integrate into our classroom instruction. We decided News 2 You, our current events newspaper, would be best since the materials are available online, there is vocabulary and new topics each week, and she can work with an assistant who is leading the lesson and the speech and language pathologist could support using their devices and promoting communication throughout the lesson. Our goal is for speech and language services be fluid throughout our instruction and for myself as the teacher and the assistants to carryover the strategies that our speech and language pathologist uses during her instruction. As the integrated services approach is still novel to us, has anyone had success or suggestions for integrating speech services into the classroom?
","userID":41404,"timestamp":"2018-04-05T19:23:09.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":703,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":375,"collectionID":143,"postID":13921,"quote":"This is from the point of view of a special education teacher and how to build an integrated about with Speech and Language services. "}]},{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
Hello All! I am working with a young lady in early childhood dx with West Syndrome. I was just wondering if anyone had any insights/thoughts/tips or tricks to share? We are currently working on Yes/No for choice making and beginning to model language on a 15 location PODD.
Thanks for your help!
The Communication Matrix has helped me to think about communication in a different way, especially when I am having conversations about what goals would be appropriate. I have found that completing the Matrix with the whole student's team is a great way to get everyone on the same page. Then we use the Design to Learn IEP development guide to make sure we are creating goals that matter to our students.
","userID":41401,"timestamp":"2018-04-08T19:59:54.677","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":147,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5916,"postID":14199,"userID":41405,"timestamp":"2018-04-11T15:33:15.847"}],"PostCollectionItems":[]},{"postID":16713,"title":"We have a device, now what? ","body":"Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
Hello All! I am working with a young lady in early childhood dx with West Syndrome. I was just wondering if anyone had any insights/thoughts/tips or tricks to share? We are currently working on Yes/No for choice making and beginning to model language on a 15 location PODD.
Thanks for your help!
The Communication Matrix has helped me to think about communication in a different way, especially when I am having conversations about what goals would be appropriate. I have found that completing the Matrix with the whole student's team is a great way to get everyone on the same page. Then we use the Design to Learn IEP development guide to make sure we are creating goals that matter to our students.
","userID":41401,"timestamp":"2018-04-08T19:59:54.677","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":147,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5916,"postID":14199,"userID":41405,"timestamp":"2018-04-11T15:33:15.847"}],"PostCollectionItems":[]},{"postID":16713,"title":"We have a device, now what? ","body":"Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
Visual supports are an important tool for communication. In a 2006 article titled Learning Through Seeing and Doing; Visual Supports for Children with Autism, by Shaila Rao and Brenda Gagie, they outlined the benefits of using visual supports including:
· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
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· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
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· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
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","userID":42626,"timestamp":"2018-05-15T15:12:07.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5935,"postID":15854,"userID":3203,"timestamp":"2018-05-15T16:10:45.667"},{"starID":5937,"postID":15854,"userID":42626,"timestamp":"2018-05-17T13:16:10.093"},{"starID":5943,"postID":15854,"userID":2018,"timestamp":"2018-05-18T18:44:14.85"}],"PostCollectionItems":[{"collectionItemID":350,"collectionID":142,"postID":15854,"quote":"Visual Support Examples in the Classroom"}]}]}},{"collectionID":158,"name":"DIY Low Tech Communication Systems ","description":"The importance of including low tech communication supports as an aided strategy for AAC users is paramount. The goal of this collection is to share information from a variety of sources on creating low tech communication systems. ","dateCreated":"2018-12-03T14:23:30.607","bio":null,"published":true,"userID":46861,"PostCollectionItems":[{"collectionItemID":419,"collectionID":158,"postID":22730,"quote":"The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.","Post":{"postID":22730,"title":"DIY Low Tech AAC: Introduction to this collection","body":"Creating a communication system for a patient, client, or family member that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding experiences that one can have. Augmentative and Alternative Communication (AAC) as a field is driven by individuals with the mission of empowering, supporting, and advocating for people with complex communication needs. This is no easy task and many responsibilities can fall on a busy clinician, family member, or care provider and the responsibility of such can be overwhelming. Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situation including both aided (high tech, mid tech, low tech systems) and unaided (i.e. individual's own body language) forms of communication when possible.
\n\nThe importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about making low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with information from their own experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:19:06.793","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. She is a research associate at the REKNEW lab and has research interests in designing augmentative and alternative communication supports especially in the area of brain computer interface. She also works at a clinician at the child development and rehabilitation center at OHSU and serves on the Go Baby Go Oregon committee with the goal of integrating early AAC supports with early mobility aids. ","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. She is a research associate at the REKNEW lab and has research interests in designing augmentative and alternative communication supports especially in the area of brain computer interface. She also works at a clinician at the child development and rehabilitation center at OHSU and serves on the Go Baby Go Oregon committee with the goal of integrating early AAC supports with early mobility aids. ","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":421,"collectionID":158,"postID":22759,"quote":"The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. This guide is intended to help with this DIY process. Leave comments with additional suggestions! ","Post":{"postID":22759,"title":"DIY Tangible object symbols","body":"The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. 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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":422,"collectionID":158,"postID":22901,"quote":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!","Post":{"postID":22901,"title":"These are a few of my favorite things! All the things you need for DIY low tech!","body":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
\nPipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
\nMatte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
\nSoft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
\nAprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
\nBinders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
","userID":46861,"timestamp":"2018-12-05T03:10:46.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2670,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6006,"postID":22901,"userID":3203,"timestamp":"2018-12-11T17:39:42.5","User":{"userID":3203,"userName":"KristiA","email":"atkinskr@ohsu.edu","photo":null,"firstName":"Kristi ","lastName":"Atkins","city":"Portland","stateID":"OR","bio":"I am a speech-language pathologist and associate professor at Oregon Health & Science University. ","lastLogin":"2015-03-09T11:22:06.643","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Child Development and Rehabilitation Center","organization2":"Oregon Health and Science University","staff":false,"emailer":"never","lastEmailSent":"2016-06-13T23:02:00.883","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":171293,"userID":3203,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. 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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. 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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":423,"collectionID":158,"postID":22905,"quote":"The low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. ","Post":{"postID":22905,"title":"DIY CVI-adapted low tech picture symbol book","body":"There are many considerations when designing a low tech communication for individuals with cortical visual impairment. A previous collection by Kayley McDonald, OT, Denee Kroeger OT, and myself outlined some strategies and AAC modifications to support individuals with cortical visual impairment: clinical practice application cvi
\nThe low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. For those unfamiliar with this strategy and would like more information, please see more information at the following link: Praactical AAC PAAVS tutorial
\nThis is fairly straight-forward to make in Boardmaker and can be modified need be. I've included pictures of some I've made for patients as a reference. Comment below with questions or suggestions!
The pictures below also highlight the difference between Matte and regular lamination sheets. The Matte lamination reduces reflection of light supporting visual attention. Use it when it is available to you!
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
1. Low tech systems of custom page sets in AAC applications: Many AAC users utilize custom page sets made in applications such as Sounding Board or Go Talk Now on an iPad. You could make a low tech back up by completing the following steps.
- Take a screenshot of each page
- Print out pages
- Laminate
- If it is a dynamic page set, create tabs for navigation.
- Use air-craft cable rings, zip ties, or binder rings to secure pages together
2. Pre-programmed page sets: Pre-programmed page sets from major dedicated device companies (Tobii, Saltillo, etc) have editors for PCs to customize programming. This is sometimes the easiest way to both customize page sets for speech generating devices and print pages for a low tech book. The chat editors are generally free (you may need license to print) to experiment with. If you are learning a new language system this is also a good first step before modeling on device. The other benefit of using a chat editor includes having a saved copy (back up) in a location other than the device (PSA: always back up! So sad when custom programming is lost).
\nPlease see links below:
\nSaltillo: Edit vocabulary using Chat Editor (OS: Windows) and make low tech back up. how to install chat editor
PRC: Edit vocabulary using PRC Application Support Software (PASS) software. how to install PASS software
\nTobii: Edit using Communicator 5. You need a license but can use a PC version (not on individual's device) to edit vocabulary.
3. \"Double duty\" page sets: Some brilliant clinicians (shout out: Alycia Berg CCC-SLP at Boston Children’s Hospital) have taught me the strategy of creating custom page sets the can also easily transition to low tech versions. For example, using a check board configuration in communicator 5 and leaving middle buttons void of programming in a checkerboard configuration can create a way to also easily print a low tech eye gaze book. Designing custom page sets with both in mind may be useful to tackle both.
As always, if anyone has thoughts or other suggestions - comment below!
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","lastLogin":"2017-11-02T17:38:26.86","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Oregon Health & Science University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-02T23:11:13.03","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":6003,"postID":22759,"userID":46861,"timestamp":"2018-12-04T20:50:57.24"}],"UserTypeLookups":[{"userTypeLookupID":118208,"userID":46861,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":46861,"userName":"Deirdre Galvin-McLaughlin","email":"deirdre.e.mclaughlin@gmail.com","photo":"/Uploads/photo_46861.jpg","firstName":"Deirdre","lastName":"Galvin-McLaughlin","city":"Portland","stateID":"OR","bio":"Deirdre Galvin-McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. 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To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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References
Chauhan, R. (2012). Cortical visual impairment : A review. Indian Journal of Physiotherapy & Occupational Therapy, 6(1), 116-118.
Edmond, J. C., & Foroozan, R. (2006). Cortical visual impairment in children. Current Opinion in Ophthalmology, 17(6), 509-512. doi:10.1097/ICU.0b013e3280107bc5
\nLam, C., Lovett, F., & Dutton, G. N. (2010). Cerebral visual impairment in children: A longitudinal case study of functional outcomes beyond the visual acuities. Journal of Visual Impairment & Blindness, 104(10), 625-635.
","userID":46861,"timestamp":"2018-05-07T19:31:13.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1686,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5923,"postID":15597,"userID":61571,"timestamp":"2018-05-08T15:01:30.283"},{"starID":5924,"postID":15597,"userID":3203,"timestamp":"2018-05-14T20:23:48.723"}],"PostCollectionItems":[{"collectionItemID":333,"collectionID":140,"postID":15597,"quote":"This post is an informational overview of cortical visual impairment and provides parents and providers with a PDF handout on key red flags, behaviors, and strategies to best support children with this visual impairment. (Post by Kayley McDonald) "}]},{"postID":15599,"title":"“Picture” of CVI Experience","body":"Children with cortical visual impairment (CVI) often have multiple challenges with language and/or motor skills, therefore it is challenging for parents and healthcare professionals to get an idea of what they can and cannot see. Children with CVI have brain damage to their visual processing areas that help them understand what they are seeing and focus in on the relevant visual information, which can cause a variety of challenges using vision. The Optometric Extension Program Foundation has a picture titled “What is it? Vision is More Than 20/20 eyesight” that provides insight into some of the visual challenges that children with CVI may be experiencing. Children with CVI are being encouraged to try to “look” at things and figure out what it is they are suppose to be looking at in the midst of trying to sift through the abundance of sensory information they are receiving (visual, tactile, auditory, smell, etc.).
\nCortical Visual Impairment Activity
\nCan you figure out what it is you’re trying to find in the picture? Can you find the main object in the picture? Try turning it around, look from other angles, turn your head side to side… You are searching through your mental catalogue of pictures that you have stored over your lifetime trying to identify what features in the picture are similar anything you’ve seen. Are you becoming frustrated because it is taking a long time to figure out what it is you are supposed to be looking for?
\nYour brain is working overtime as you try to put your finger on what you're supposed to be looking at or for... Consider how much more challenging and frustrating it might be for a child with CVI trying to process visual information especially when they are often overwhelmed by other sensory inputs such as: being touched or handled or positioned, smells of food or perfume, people talking to them and around them, frequent seizures, and being in a bright, colorful room. Often children with CVI choose to simply close their eyes or stare blankly into space in an effort to shut down the only sensory system they have control over because they are overwhelmed.
\nRead the next post to figure out what the image was in the picture that you were trying to find and learn more about characteristics of CVI.
","userID":46861,"timestamp":"2018-05-08T15:56:38.72","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5921,"postID":15599,"userID":61571,"timestamp":"2018-05-08T14:56:13.377"},{"starID":5925,"postID":15599,"userID":3203,"timestamp":"2018-05-14T20:24:20.63"}],"PostCollectionItems":[{"collectionItemID":337,"collectionID":140,"postID":15599,"quote":"Were you able to identify the object in the picture? Here is the answer to the hidden picture activity. Read the post to find out what you were supposed to be looking for in the picture and the explanation of what it might be like to try looking at things as a child with CVI. (Post by Kayley McDonald)"}]},{"postID":15603,"title":"\"Picture\" of CVI - Answer to Picture Puzzle! ","body":"Did you figure it out? Did you get desperate and Google it? Once it was highlighted like the image attached were you able to immediately recognize the familiar object in the picture? It is bizarre to think that you've seen that animal so many times, yet were unable to recognize a picture of one when it was presented in a complex form without anything to help you identify it.
\nCortical Visual Impairment (CVI) Characteristic Considerations
\nWhen the picture is oriented correctly and highlighted with a bright color are you able to find the hidden object that you’re looking for? This activity is meant to give you an idea of what it might be like to face visual processing challenges similar to a child with cortical visual impairment. Everyday children are being asked to find things or look when they are overwhelmed with information and are not sure what they are trying to look at because they have never seen that object before. By considering different factors that children with CVI are faced with gives parents and healthcare providers ideas of how to support their functional use of vision.
\nKey characteristics children with cortical visual impairment have include:
\nLatency - did it take you a long time to try and find the object? Did you become frustrated with how long it was taking?
\nComplexity - was it loud around you making it harder to focus? Were you in an uncomfortable position? Did you find the picture visually complicated?
\nNovelty - now that you have been shown where the cow is in the picture, you will find it much easier to find it next time because it is no longer “novel.”
\nDistance - did you hold it closer or further from your face when you were trying to find the object in the picture?
\nAfter this activity it will hopefully give you a mini and simulated experience of recognizing the support you can give a child with CVI when working with them. Allowing them enough time, being quiet, explaining and highlighting some of the key characteristics of what makes a cow a cow (big nose, wide eyes, pointy ears, etc.), it will encourage the child to use their vision and better learn what they are seeing. Now if you go back to the first post and try and find the cow in the picture, I bet you will be able to find it immediately! It is now in your visual catalogue and much faster and easier for you to identify. This is similar to children with CVI, once they have learned how to see an object, it becomes much faster and easier for them to identify it. However, it is still important to provide them with environmental and positional supports to set them up for success and encourage them to use their vision, as it takes time and regular practice to re-train the brain to process visual information.
","userID":46861,"timestamp":"2018-05-08T15:56:17.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5922,"postID":15603,"userID":61571,"timestamp":"2018-05-08T15:00:20.72"}],"PostCollectionItems":[{"collectionItemID":338,"collectionID":140,"postID":15603,"quote":"Here is the answer to the picture puzzle! Were you able to figure out what you were supposed to be looking at? Read the post to learn more about characteristics and challenges that children with CVI face when trying to understand the world around them using vision. "}]},{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313"}],"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]},{"postID":15817,"title":"Modifications for AAC","body":"Post by Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
As we discussed in our previous Communication Collection (CVI 101 and also 102… https://communicationmatrix.or... ), more patients with complex communication needs have been identified as having vision difficulties such as Cortical Visual Impairment (CVI). It can be difficult at times to know how to best support these visual needs in an AAC system given that so many systems incorporate the use of symbols whether that be a picture, photograph, visual scene display or written word. To make a language system as expansive as possible a number of symbols are often required to accommodate all possible communication needs and purposes, which can make displays often too complex for a child with vision difficulties.
There are several important supports and cues that may help support a client with CVI and that can be incorporated into an AAC system:
Highlighting with color preferences: Children with CVI see yellow and red better than other colors, these colors can often be an important cue (highlight outline of picture) for visual attention.
Using high contrast pictures/backgrounds/layouts: Increasing contrast of the background and pictures themselves supports vision - example of high contrast would be using a black background with bright colored object.
Reducing visual complexity: The complexity of a visual scene is often very difficult for individuals with CVI. Decreasing the complexity of the scene rather than magnification is often found to be an important support for visual attention. Ways to consider modifying the environment might be using the dark booth to get rid of visual distractions in the room and simplify AAC by using less picture symbols on the screen at one time.
Light cues for visual attention: Children with CVI attend better to light sources, which might include spotlighting picture symbols or backlighting on an iPad.
Movement cues for visual attention: Children with CVI see things better that are in motion.
This week a post will be created that outlines the ways SLPs and OTs have addressed visual access with clients with CVI using the supportive characteristic listed above. Please refer to those posts for further explanation and examples.
CVI has many different stages and levels (see post by Kayley McDonald OTD candidate, from previous collection: https://communicationmatrix.or... ) and children with CVI have very different visual skills and need very different visual supports. As always, it is important to trial these supports with your clients to determine if this is a good support for them and collaborate with the child’s Teacher for the Visually Impaired (TVI).
A link is attached with a great youtube video on CVI adaptations specific for AAC by Perkins School for the Blind is also included as a resource: https://www.youtube.com/watch?v=GE23MGY87PQ&t=7s
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Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more supportive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention:
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as the highlighting color. Sparkly highlighters are even better to capture attention! Note: important to have black background and black handle to not distract for subject of visual attention.
Highlighting on Devices: You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. This can usually be found under scanning settings in device settings. Please see picture of how highlighting can be used for visual scene displays (see attached)
","userID":46861,"timestamp":"2018-05-14T22:08:49.65","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":17,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":15819,"title":"The Power of Highlighting ","body":"Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more universally attractive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention. Note: important to have black background and black handle to not distract for subject of visual attention.
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as highlighting color. Sparkly highlighters is even better to capture attention!
You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. Several popular devices/apps are included with directions on how to turn on this feature. Please see picture of how highlighting can be used for visual scene displays.
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
The impact and importance of using high contrast for visual attention and object identification is an important feature to consider when working with kids with CVI. By having a simple, black background with a bright symbol or object in the center, it eliminates the visual clutter or complexity and allows the child to visually focus on the main object or symbol. High contrast attracts the visual attention of a child with CVI without visual information competing for their attention.
Apps on the iPad are useful ways to utilize the strategy of high contrast when supporting the functional use of vision for children with CVI to learn how to interact with and access devices, while sustaining their visual attention. There are Apps that are best for children with CVI because they provide support of high contrast and these Apps can be used as a preparatory method for AAC, as well as working on fine-motor control.
Links to blog posts with CVI App suggestions with high contrast Apps for kids with CVI:
http://www.wonderbaby.org/articles/cvi-apps
http://littlebearsees.org/2012/07/13/favorite-apps-for-children-with-cvi/
http://babieswithipads.blogspot.com/2012/01/my-10-favorite-apps-for-children-with.html
The following image is an easy strategy to present symbols of the real image on a high contrast background. It is a black velcro wedge - it is useful to use with velcro on back of images and store images on the back, while presenting a single image to the child on the front.
The following image is an example of using a high contrast symbol sets using the high contrast strategy (Boardmaker). UNC Project Core have some available low tech books with high contrast symbols on their website if you’re looking for a resource: http://www.project-core.com/4-square/
\n\nBy Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
Have you ever looked at an Eye-Spy book and found yourself overwhelmed by the visual array and colorful objects when searching for the object? What about visually searching for Waldo in a Where’s Waldo book? Those are both examples of visual complexity, which is essentially what a child with CVI faces in environments that are full of colors, pictures, people, noises, and smells, all of which are competing for their attention. Because vision is not the dominant sense, children with CVI tend to rely on their other senses that are stronger and easier to use (hearing, touch, etc.).
There are three main components to complexity - auditory, visual, and positional.
Be aware of keeping the noise/talking down in the room, ensuring that the child is placed in a comfortable and accessible position, and there is not a lot of clutter in the room that is competing for their visual attention.
A useful strategy to adapt the complexity or visual clutter in the environment is by using a dark booth. By positioning the child so the are facing the inside of the dark booth with their body inside (shoulder just inside the booth to eliminate complexity in their peripheral visual fields), it allows for focused visual attention working on AAC and other activities on the iPad to promote visual attention. As children’s vision begins to progress, gradually complexity in the environment can be added in to progress their functional use vision in typical environments without requiring as much support. Be aware that a child with CVI may revert back to lower functioning visual behaviors (ex: looking at lights or staring out bright windows), when they become visually overwhelmed, tired, or are being overloaded by other sensory systems (tactile, auditory, smell, visual).
Another useful AAC adaptation strategy is to use low tech options such as symbols in a fiand be aware of having a field of one or two objects to ensure the child is not experiencing too much visual complexity and can visually attend to the one or two objects. It is important to note that traditional presentations of holding up symbols (objects, symbols) in left and right visual fields is likely not supportive for most children with CVI and it may be better to create a communication system where symbols are presented one at a time and accessed via partner assisted auditory visual scanning. An example of a one symbol communication book at a time is included for reference in Director of Boston Children’s Hospital Augmentative Communication Program John Costello CCC-SLP (refer to page 13 of the pdf). This is another amazing resource for clinicians and is available at the following website: http://www.childrenshospital.org/clinicalservices/Site2016/Documents/cviNorwayhandout.pdf
Modifying Environment: Dark booth - see PDF attached for DIY instructions made by student from Horizon High School.
Post by Kayley McDonald, OTD Doctoral Candidate
A key characteristic of children with cortical visual impairment (CVI), especially in the early phases, is the need or draw toward light. Being aware of this quality allows parents and those working with children with CVI to adapt the activities by using more light and lighted objects. As was mentioned in a previous post about the power of highlighting, this is a similar concept - providing ample opportunity to encourage children to look and increase their visual attention. It is common for teachers for the visually impaired to work with children with CVI using a light box, which can be purchased through different companies, but even just the mini light box from AFB.org is $135.
Light Box Instructions
Another option instead of purchasing a lightbox or being dependent on borrowing the lightbox provided by early intervention services you can make your own lightbox for much less! Attached is a PDF of the instructions on the materials and how-to make your own lightbox at home. There is also a helpful blog that provides more instructions on how to make the lightbox, as well as activity ideas to play with your child using the lightbox. The intent of the lightbox is to assist your child in looking consistently at targets using the light as a feature that attracts their attention and promotes their ability to visually see simple, colorful objects placed on it. If you have other children, the lightbox is also a fun activity for your other child to partner play with them and is really a fun activity for all children regardless of visual abilities! Just be aware that it is still important to keep talking and noise down, because any extra noise or talking in the room will distract your child and limit their ability to visually focus on the lightbox activities.
When using the lightbox it is helpful to describe salient features of the items - such as stating that a cat has two pointy ears, whiskers, and two big eyes - teaching your child the characteristics or qualities that make each thing unique.
Spotlighting is another way to incorporate the characteristic of light - using a bright, LED flashlight (recommended to be at least 350 lumens) to spotlight objects or symbols to draw your child's visual attention to them by using light!
Images of light box (lights are on in the room as well) with objects placed on top - draws visual attention of children!
Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Have you ever wondered what it might be like to not be able to understand what you’re seeing? To step inside a person’s brain who has had a brain injury to the visual processing centers and see through their eyes (and mind) for a moment.
This video is one woman’s perspective on her personal story and experience of what it was like for her at age 29 after she had a stroke in her occipital lobe, which is the primary visual processing center of the brain. This first post is to give readers a perspective of one woman’s experience of what it might be like to live with CVI, which can occur following damage to occipital lobe.
In the video it shows where her brain was impacted by her stroke and she is able to verbalize what that experience was like. She went from seeing things, to not being able to see anything, then gradually noticing things that were reflective (i.e. raindrops on the window, water in the bath, water running in the sink). Different doctors told her she was “crazy,” however it was due to the signals being re-routed to the peripheral areas of her brain (more primitive centers) responsible for detecting movement as a protective response. The concept of being able to better detect things with movement or movement properties (reflective objects) is consistent with characteristics of cortical visual impairment. This is a short video clip (~3-minutes long) that provides a neat overview and visual of how children with CVI have an easier time detecting things with movement.
Woman who saw rain youtube video \"The Blind Woman Who Saw Rain\"
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The visual system is incredibly complex… it is not as much about just your eyes, as it is how your brain interprets the world around you based on the light that enters through your eyes. This is a presentation that was given in 2011 by Daniel Simons who runs the Visual Cognition Laboratory at the University of Illinois. His discussion points out how our visual system interprets what we see based on input of light and how our brain interprets that information. He points out that sometimes how we see the world (visually) is not how everyone else is seeing the world. This then impacts how we process information, our memory, perceptions, and communication with others because we assume that everyone sees what we do. However, that is not true. Daniel points out how this might impact our work and social relationships. It is a short clip, but presents thought provoking information on our perceptions of the world around us.
TedX on Visual processing and perception: “Seeing the world as it isn’t” by Daniel Simons https://youtu.be/9Il_D3Xt9W0
Another Ted Talk done in 2015 by Lara Boyd, who is a brain researcher at the University of British Columbia discusses the importance of new knowledge coming out on brain research and the incredible ability of the brain to create new connections known as neuroplasticity. Dr. Lara Boyd talks about the changes that can happen at the brain following damage and research that is supporting how new learning can help reorganize the connections in the brain.
“After watching, this your brain will not be the same” TedX by Dr. Lara Boyd
Enjoy learning about the fascinating research on the brain!
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The following post contains the lived experience from Nicola McDowell a qualified teacher for the visually impaired (QTVI) and orientation and mobility specialist (O&M Specialist) in New Zealand who was not diagnosed with cortical visual impairment (CVI) until adulthood. She speaks about her journey through childhood and early adulthood when she received diagnosis of CVI. Notice the different characteristics and challenges she notes and coping mechanisms she adopted in an effort to try and adapt to visual processing difficulties.
The lived experience described in Nicola’s presentation comes from the perspective of an individual without motor, cognitive, or communication difficulties, therefore it is not representative of the majority of children with CVI. In fact, 68% of children were found to have an additional developmental disability in addition to CVI (Hatton, Schwietz, Boyer, & Rychwalski, 2007). Nicola’s thorough explanation of the challenges she has experienced as a result of living with CVI provides insight into some of the challenges that children with CVI may also be experiencing, though they may not be able to vocalize those challenges.
Nicola McDowell - My CVI Journey - https://youtu.be/H7SoRdMovfI
Reference
Hatton, D. D., Schwietz, E., Boyer, B., & Rychwalski, P. (2007). Babies Count: The National Registry for Children with Visual Impairments, Birth to 3 Years. Journal of the American Association of Pediatric Ophthalmology and Strabismus, 11, pp. 351– 355.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
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Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situations. In some cases, this includes using high tech speech generating devices. Often this can be with less familiar partners or to clarify messages when communication breakdowns occur. In other cases, this includes using low tech communication aids and in many others this includes unaided strategies where an individual communicates using their own body language.
The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!!!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about how to make low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with their own knowledge bases or experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:08:28.67","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22730,"title":"DIY Low Tech AAC: Introduction to this collection","body":"Creating a communication system for a patient, client, or family member that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding experiences that one can have. Augmentative and Alternative Communication (AAC) as a field is driven by individuals with the mission of empowering, supporting, and advocating for people with complex communication needs. This is no easy task and many responsibilities can fall on a busy clinician, family member, or care provider and the responsibility of such can be overwhelming. Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situation including both aided (high tech, mid tech, low tech systems) and unaided (i.e. individual's own body language) forms of communication when possible.
\n\nThe importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about making low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with information from their own experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:19:06.793","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":419,"collectionID":158,"postID":22730,"quote":"The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice."}]},{"postID":22734,"title":"These are a few of my favorite things! All the things you need for low tech!","body":"People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
1. Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages, these rings have twist closures. (see image below of colorful rings)
2. Binding machine: binding machines allow you to quickly punch pages and bind a book together.
Support visual and motor access:
1. Glitter glue gun sticks: bring out that visual hilithtimg using red sparkly glue gun sticks. I’ve known people to purchase at dollar tree!
2. Pom poms: make page turning easier by using different sized Pom poms
3. Pipe cleaners: the benefit of using a visual hi lighting tool for framing cannot be underestimated. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends.
4. Matte lamination sheets (5 mm): non reflective sheets prevent distraction of reflection of Light off sheer
5. Soft gel paint adhesives: put over to increase dimensionality or create border and edges. A cheap and durable solution to puffy paint.
Display symbols
1. Trifold poster board: fold into wedge to be like Velcro wedge or open up to support visual attention
2. Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
3. Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
4. Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below:
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have on overall communicative effectiveness. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler who was deaf and blind.
Materials that are essential:
- high contrast board: black poster/foram board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
- zip ties: used to attach objects
- exacto knife: used to cut poster board into rectangles and put holes in board for zip ties
- label maker: used to print text labels for communication partners
- Velcro: used to attach symbols to another surface in order to display
- puffy paint/glitter glue: used to create core vocabulary symbols.
2. Go to a dollar store with your vocabulary list: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list
3. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4x6.
- Use exacto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract symbols 3-D is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core UNC have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board
Whenever possible support other senses, visual supports could include:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
How are the symbols going to be presented and stored. Lack of Portability is one of the main reasons AAC devices and systems are abandoned.
- Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Some have made boards with bumpy borders to make choices separate.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past for people. Open to all thoughts from the AAC community!
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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Secure pages of symbols of communication books together:
Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
Pipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
Matte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
Soft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center and reduce complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front.
","userID":46861,"timestamp":"2018-12-05T03:01:53.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22901,"title":"These are a few of my favorite things! All the things you need for DIY low tech!","body":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
\nPipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
\nMatte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
\nSoft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
\nAprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
\nBinders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
","userID":46861,"timestamp":"2018-12-05T03:10:46.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2670,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6006,"postID":22901,"userID":3203,"timestamp":"2018-12-11T17:39:42.5"}],"PostCollectionItems":[{"collectionItemID":422,"collectionID":158,"postID":22901,"quote":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!"},{"collectionItemID":478,"collectionID":169,"postID":22901,"quote":"If you are looking for crafting projects that could also help your students or kids than this is the post for you!"}]},{"postID":22905,"title":"DIY CVI-adapted low tech picture symbol book","body":"There are many considerations when designing a low tech communication for individuals with cortical visual impairment. A previous collection by Kayley McDonald, OT, Denee Kroeger OT, and myself outlined some strategies and AAC modifications to support individuals with cortical visual impairment: clinical practice application cvi
\nThe low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. For those unfamiliar with this strategy and would like more information, please see more information at the following link: Praactical AAC PAAVS tutorial
\nThis is fairly straight-forward to make in Boardmaker and can be modified need be. I've included pictures of some I've made for patients as a reference. Comment below with questions or suggestions!
The pictures below also highlight the difference between Matte and regular lamination sheets. The Matte lamination reduces reflection of light supporting visual attention. Use it when it is available to you!
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
1. Low tech systems of custom page sets in AAC applications: Many AAC users utilize custom page sets made in applications such as Sounding Board or Go Talk Now on an iPad. You could make a low tech back up by completing the following steps.
- Take a screenshot of each page
- Print out pages
- Laminate
- If it is a dynamic page set, create tabs for navigation.
- Use air-craft cable rings, zip ties, or binder rings to secure pages together
2. Pre-programmed page sets: Pre-programmed page sets from major dedicated device companies (Tobii, Saltillo, etc) have editors for PCs to customize programming. This is sometimes the easiest way to both customize page sets for speech generating devices and print pages for a low tech book. The chat editors are generally free (you may need license to print) to experiment with. If you are learning a new language system this is also a good first step before modeling on device. The other benefit of using a chat editor includes having a saved copy (back up) in a location other than the device (PSA: always back up! So sad when custom programming is lost).
\nPlease see links below:
\nSaltillo: Edit vocabulary using Chat Editor (OS: Windows) and make low tech back up. how to install chat editor
PRC: Edit vocabulary using PRC Application Support Software (PASS) software. how to install PASS software
\nTobii: Edit using Communicator 5. You need a license but can use a PC version (not on individual's device) to edit vocabulary.
3. \"Double duty\" page sets: Some brilliant clinicians (shout out: Alycia Berg CCC-SLP at Boston Children’s Hospital) have taught me the strategy of creating custom page sets the can also easily transition to low tech versions. For example, using a check board configuration in communicator 5 and leaving middle buttons void of programming in a checkerboard configuration can create a way to also easily print a low tech eye gaze book. Designing custom page sets with both in mind may be useful to tackle both.
As always, if anyone has thoughts or other suggestions - comment below!
","userID":46861,"timestamp":"2018-12-06T03:39:37.22","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6004,"postID":23004,"userID":3203,"timestamp":"2018-12-11T17:39:29.047"},{"starID":6012,"postID":23004,"userID":85134,"timestamp":"2019-02-18T04:42:29.14"}],"PostCollectionItems":[{"collectionItemID":424,"collectionID":158,"postID":23004,"quote":"To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!"}]},{"postID":24457,"title":"tangible object symbols for words that have directionality - \"up\", \"down\"","body":"I'm wondering if anyone has experience designing tangible object symbols that account for orientation in space for words that imply a direction (up and down). I've seen a lot of symbols that use an arrow for \"up\" that is facing upwards. My concern with utilizing an arrow is if the orientation of the symbol is facing down it could be confused with a \"down\" symbol. I would like to as much as possible increase the opportunity to have my client use these symbols independently and not rely on a partner to orient the symbol in space.
Any suggestions on how to make these words more distinct from one another would be very much appreciated! A family was interested in these words specifically to help with transitions and routines :)
Thanks in advance!
Deirdre
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Hey there! We presented an introduction webinar to the Communication Matrix for the University of Central Florida Echo training on AAC for Adults. The recording was made available via YouTube! Check it out!
We are also pleased that this presentation video was named \"video of the week\" by the popular Praactical AAC blog! https://praacticalaac.org/vide...Cortical visual impairment (CVI) is the most common visual impairment in children within the western countries with distinct impacts on children’s function and development (Chauhan, 2012; Edmon & Foroozan, 2006; Lam, Lovett, & Dutton, 2010). This medical condition influences all areas of a child’s physical and cognitive growth and development and requires a team based approach to care. Attached is an educational handout on cortical visual impairment (CVI) - just the basics - the handout gives an overview of the key information of common medical causes, red flags, and recommendations on next steps to best support a child with CVI. The handout is meant to serve as an introductory overview of CVI, though it is recommended for your child to see a pediatric optometrist or ophthalmologist if you have questions or concerns about their use of vision. Posts over the coming weeks will provide further insight into observed characteristics and phases of CVI, as well as demonstrate useful resources and strategies of how to best support and engage children with CVI to develop their ability to understand what they are seeing.
References
Chauhan, R. (2012). Cortical visual impairment : A review. Indian Journal of Physiotherapy & Occupational Therapy, 6(1), 116-118.
Edmond, J. C., & Foroozan, R. (2006). Cortical visual impairment in children. Current Opinion in Ophthalmology, 17(6), 509-512. doi:10.1097/ICU.0b013e3280107bc5
\nLam, C., Lovett, F., & Dutton, G. N. (2010). Cerebral visual impairment in children: A longitudinal case study of functional outcomes beyond the visual acuities. Journal of Visual Impairment & Blindness, 104(10), 625-635.
","userID":46861,"timestamp":"2018-05-07T19:31:13.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1686,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5923,"postID":15597,"userID":61571,"timestamp":"2018-05-08T15:01:30.283"},{"starID":5924,"postID":15597,"userID":3203,"timestamp":"2018-05-14T20:23:48.723"}],"PostCollectionItems":[{"collectionItemID":333,"collectionID":140,"postID":15597,"quote":"This post is an informational overview of cortical visual impairment and provides parents and providers with a PDF handout on key red flags, behaviors, and strategies to best support children with this visual impairment. (Post by Kayley McDonald) "}]},{"postID":15599,"title":"“Picture” of CVI Experience","body":"Children with cortical visual impairment (CVI) often have multiple challenges with language and/or motor skills, therefore it is challenging for parents and healthcare professionals to get an idea of what they can and cannot see. Children with CVI have brain damage to their visual processing areas that help them understand what they are seeing and focus in on the relevant visual information, which can cause a variety of challenges using vision. The Optometric Extension Program Foundation has a picture titled “What is it? Vision is More Than 20/20 eyesight” that provides insight into some of the visual challenges that children with CVI may be experiencing. Children with CVI are being encouraged to try to “look” at things and figure out what it is they are suppose to be looking at in the midst of trying to sift through the abundance of sensory information they are receiving (visual, tactile, auditory, smell, etc.).
\nCortical Visual Impairment Activity
\nCan you figure out what it is you’re trying to find in the picture? Can you find the main object in the picture? Try turning it around, look from other angles, turn your head side to side… You are searching through your mental catalogue of pictures that you have stored over your lifetime trying to identify what features in the picture are similar anything you’ve seen. Are you becoming frustrated because it is taking a long time to figure out what it is you are supposed to be looking for?
\nYour brain is working overtime as you try to put your finger on what you're supposed to be looking at or for... Consider how much more challenging and frustrating it might be for a child with CVI trying to process visual information especially when they are often overwhelmed by other sensory inputs such as: being touched or handled or positioned, smells of food or perfume, people talking to them and around them, frequent seizures, and being in a bright, colorful room. Often children with CVI choose to simply close their eyes or stare blankly into space in an effort to shut down the only sensory system they have control over because they are overwhelmed.
\nRead the next post to figure out what the image was in the picture that you were trying to find and learn more about characteristics of CVI.
","userID":46861,"timestamp":"2018-05-08T15:56:38.72","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5921,"postID":15599,"userID":61571,"timestamp":"2018-05-08T14:56:13.377"},{"starID":5925,"postID":15599,"userID":3203,"timestamp":"2018-05-14T20:24:20.63"}],"PostCollectionItems":[{"collectionItemID":337,"collectionID":140,"postID":15599,"quote":"Were you able to identify the object in the picture? Here is the answer to the hidden picture activity. Read the post to find out what you were supposed to be looking for in the picture and the explanation of what it might be like to try looking at things as a child with CVI. (Post by Kayley McDonald)"}]},{"postID":15603,"title":"\"Picture\" of CVI - Answer to Picture Puzzle! ","body":"Did you figure it out? Did you get desperate and Google it? Once it was highlighted like the image attached were you able to immediately recognize the familiar object in the picture? It is bizarre to think that you've seen that animal so many times, yet were unable to recognize a picture of one when it was presented in a complex form without anything to help you identify it.
\nCortical Visual Impairment (CVI) Characteristic Considerations
\nWhen the picture is oriented correctly and highlighted with a bright color are you able to find the hidden object that you’re looking for? This activity is meant to give you an idea of what it might be like to face visual processing challenges similar to a child with cortical visual impairment. Everyday children are being asked to find things or look when they are overwhelmed with information and are not sure what they are trying to look at because they have never seen that object before. By considering different factors that children with CVI are faced with gives parents and healthcare providers ideas of how to support their functional use of vision.
\nKey characteristics children with cortical visual impairment have include:
\nLatency - did it take you a long time to try and find the object? Did you become frustrated with how long it was taking?
\nComplexity - was it loud around you making it harder to focus? Were you in an uncomfortable position? Did you find the picture visually complicated?
\nNovelty - now that you have been shown where the cow is in the picture, you will find it much easier to find it next time because it is no longer “novel.”
\nDistance - did you hold it closer or further from your face when you were trying to find the object in the picture?
\nAfter this activity it will hopefully give you a mini and simulated experience of recognizing the support you can give a child with CVI when working with them. Allowing them enough time, being quiet, explaining and highlighting some of the key characteristics of what makes a cow a cow (big nose, wide eyes, pointy ears, etc.), it will encourage the child to use their vision and better learn what they are seeing. Now if you go back to the first post and try and find the cow in the picture, I bet you will be able to find it immediately! It is now in your visual catalogue and much faster and easier for you to identify. This is similar to children with CVI, once they have learned how to see an object, it becomes much faster and easier for them to identify it. However, it is still important to provide them with environmental and positional supports to set them up for success and encourage them to use their vision, as it takes time and regular practice to re-train the brain to process visual information.
","userID":46861,"timestamp":"2018-05-08T15:56:17.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5922,"postID":15603,"userID":61571,"timestamp":"2018-05-08T15:00:20.72"}],"PostCollectionItems":[{"collectionItemID":338,"collectionID":140,"postID":15603,"quote":"Here is the answer to the picture puzzle! Were you able to figure out what you were supposed to be looking at? Read the post to learn more about characteristics and challenges that children with CVI face when trying to understand the world around them using vision. "}]},{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313"}],"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]},{"postID":15817,"title":"Modifications for AAC","body":"Post by Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
As we discussed in our previous Communication Collection (CVI 101 and also 102… https://communicationmatrix.or... ), more patients with complex communication needs have been identified as having vision difficulties such as Cortical Visual Impairment (CVI). It can be difficult at times to know how to best support these visual needs in an AAC system given that so many systems incorporate the use of symbols whether that be a picture, photograph, visual scene display or written word. To make a language system as expansive as possible a number of symbols are often required to accommodate all possible communication needs and purposes, which can make displays often too complex for a child with vision difficulties.
There are several important supports and cues that may help support a client with CVI and that can be incorporated into an AAC system:
Highlighting with color preferences: Children with CVI see yellow and red better than other colors, these colors can often be an important cue (highlight outline of picture) for visual attention.
Using high contrast pictures/backgrounds/layouts: Increasing contrast of the background and pictures themselves supports vision - example of high contrast would be using a black background with bright colored object.
Reducing visual complexity: The complexity of a visual scene is often very difficult for individuals with CVI. Decreasing the complexity of the scene rather than magnification is often found to be an important support for visual attention. Ways to consider modifying the environment might be using the dark booth to get rid of visual distractions in the room and simplify AAC by using less picture symbols on the screen at one time.
Light cues for visual attention: Children with CVI attend better to light sources, which might include spotlighting picture symbols or backlighting on an iPad.
Movement cues for visual attention: Children with CVI see things better that are in motion.
This week a post will be created that outlines the ways SLPs and OTs have addressed visual access with clients with CVI using the supportive characteristic listed above. Please refer to those posts for further explanation and examples.
CVI has many different stages and levels (see post by Kayley McDonald OTD candidate, from previous collection: https://communicationmatrix.or... ) and children with CVI have very different visual skills and need very different visual supports. As always, it is important to trial these supports with your clients to determine if this is a good support for them and collaborate with the child’s Teacher for the Visually Impaired (TVI).
A link is attached with a great youtube video on CVI adaptations specific for AAC by Perkins School for the Blind is also included as a resource: https://www.youtube.com/watch?v=GE23MGY87PQ&t=7s
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Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more supportive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention:
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as the highlighting color. Sparkly highlighters are even better to capture attention! Note: important to have black background and black handle to not distract for subject of visual attention.
Highlighting on Devices: You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. This can usually be found under scanning settings in device settings. Please see picture of how highlighting can be used for visual scene displays (see attached)
","userID":46861,"timestamp":"2018-05-14T22:08:49.65","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":17,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":15819,"title":"The Power of Highlighting ","body":"Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more universally attractive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention. Note: important to have black background and black handle to not distract for subject of visual attention.
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as highlighting color. Sparkly highlighters is even better to capture attention!
You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. Several popular devices/apps are included with directions on how to turn on this feature. Please see picture of how highlighting can be used for visual scene displays.
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
The impact and importance of using high contrast for visual attention and object identification is an important feature to consider when working with kids with CVI. By having a simple, black background with a bright symbol or object in the center, it eliminates the visual clutter or complexity and allows the child to visually focus on the main object or symbol. High contrast attracts the visual attention of a child with CVI without visual information competing for their attention.
Apps on the iPad are useful ways to utilize the strategy of high contrast when supporting the functional use of vision for children with CVI to learn how to interact with and access devices, while sustaining their visual attention. There are Apps that are best for children with CVI because they provide support of high contrast and these Apps can be used as a preparatory method for AAC, as well as working on fine-motor control.
Links to blog posts with CVI App suggestions with high contrast Apps for kids with CVI:
http://www.wonderbaby.org/articles/cvi-apps
http://littlebearsees.org/2012/07/13/favorite-apps-for-children-with-cvi/
http://babieswithipads.blogspot.com/2012/01/my-10-favorite-apps-for-children-with.html
The following image is an easy strategy to present symbols of the real image on a high contrast background. It is a black velcro wedge - it is useful to use with velcro on back of images and store images on the back, while presenting a single image to the child on the front.
The following image is an example of using a high contrast symbol sets using the high contrast strategy (Boardmaker). UNC Project Core have some available low tech books with high contrast symbols on their website if you’re looking for a resource: http://www.project-core.com/4-square/
\n\nBy Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
Have you ever looked at an Eye-Spy book and found yourself overwhelmed by the visual array and colorful objects when searching for the object? What about visually searching for Waldo in a Where’s Waldo book? Those are both examples of visual complexity, which is essentially what a child with CVI faces in environments that are full of colors, pictures, people, noises, and smells, all of which are competing for their attention. Because vision is not the dominant sense, children with CVI tend to rely on their other senses that are stronger and easier to use (hearing, touch, etc.).
There are three main components to complexity - auditory, visual, and positional.
Be aware of keeping the noise/talking down in the room, ensuring that the child is placed in a comfortable and accessible position, and there is not a lot of clutter in the room that is competing for their visual attention.
A useful strategy to adapt the complexity or visual clutter in the environment is by using a dark booth. By positioning the child so the are facing the inside of the dark booth with their body inside (shoulder just inside the booth to eliminate complexity in their peripheral visual fields), it allows for focused visual attention working on AAC and other activities on the iPad to promote visual attention. As children’s vision begins to progress, gradually complexity in the environment can be added in to progress their functional use vision in typical environments without requiring as much support. Be aware that a child with CVI may revert back to lower functioning visual behaviors (ex: looking at lights or staring out bright windows), when they become visually overwhelmed, tired, or are being overloaded by other sensory systems (tactile, auditory, smell, visual).
Another useful AAC adaptation strategy is to use low tech options such as symbols in a fiand be aware of having a field of one or two objects to ensure the child is not experiencing too much visual complexity and can visually attend to the one or two objects. It is important to note that traditional presentations of holding up symbols (objects, symbols) in left and right visual fields is likely not supportive for most children with CVI and it may be better to create a communication system where symbols are presented one at a time and accessed via partner assisted auditory visual scanning. An example of a one symbol communication book at a time is included for reference in Director of Boston Children’s Hospital Augmentative Communication Program John Costello CCC-SLP (refer to page 13 of the pdf). This is another amazing resource for clinicians and is available at the following website: http://www.childrenshospital.org/clinicalservices/Site2016/Documents/cviNorwayhandout.pdf
Modifying Environment: Dark booth - see PDF attached for DIY instructions made by student from Horizon High School.
Post by Kayley McDonald, OTD Doctoral Candidate
A key characteristic of children with cortical visual impairment (CVI), especially in the early phases, is the need or draw toward light. Being aware of this quality allows parents and those working with children with CVI to adapt the activities by using more light and lighted objects. As was mentioned in a previous post about the power of highlighting, this is a similar concept - providing ample opportunity to encourage children to look and increase their visual attention. It is common for teachers for the visually impaired to work with children with CVI using a light box, which can be purchased through different companies, but even just the mini light box from AFB.org is $135.
Light Box Instructions
Another option instead of purchasing a lightbox or being dependent on borrowing the lightbox provided by early intervention services you can make your own lightbox for much less! Attached is a PDF of the instructions on the materials and how-to make your own lightbox at home. There is also a helpful blog that provides more instructions on how to make the lightbox, as well as activity ideas to play with your child using the lightbox. The intent of the lightbox is to assist your child in looking consistently at targets using the light as a feature that attracts their attention and promotes their ability to visually see simple, colorful objects placed on it. If you have other children, the lightbox is also a fun activity for your other child to partner play with them and is really a fun activity for all children regardless of visual abilities! Just be aware that it is still important to keep talking and noise down, because any extra noise or talking in the room will distract your child and limit their ability to visually focus on the lightbox activities.
When using the lightbox it is helpful to describe salient features of the items - such as stating that a cat has two pointy ears, whiskers, and two big eyes - teaching your child the characteristics or qualities that make each thing unique.
Spotlighting is another way to incorporate the characteristic of light - using a bright, LED flashlight (recommended to be at least 350 lumens) to spotlight objects or symbols to draw your child's visual attention to them by using light!
Images of light box (lights are on in the room as well) with objects placed on top - draws visual attention of children!
Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Have you ever wondered what it might be like to not be able to understand what you’re seeing? To step inside a person’s brain who has had a brain injury to the visual processing centers and see through their eyes (and mind) for a moment.
This video is one woman’s perspective on her personal story and experience of what it was like for her at age 29 after she had a stroke in her occipital lobe, which is the primary visual processing center of the brain. This first post is to give readers a perspective of one woman’s experience of what it might be like to live with CVI, which can occur following damage to occipital lobe.
In the video it shows where her brain was impacted by her stroke and she is able to verbalize what that experience was like. She went from seeing things, to not being able to see anything, then gradually noticing things that were reflective (i.e. raindrops on the window, water in the bath, water running in the sink). Different doctors told her she was “crazy,” however it was due to the signals being re-routed to the peripheral areas of her brain (more primitive centers) responsible for detecting movement as a protective response. The concept of being able to better detect things with movement or movement properties (reflective objects) is consistent with characteristics of cortical visual impairment. This is a short video clip (~3-minutes long) that provides a neat overview and visual of how children with CVI have an easier time detecting things with movement.
Woman who saw rain youtube video \"The Blind Woman Who Saw Rain\"
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The visual system is incredibly complex… it is not as much about just your eyes, as it is how your brain interprets the world around you based on the light that enters through your eyes. This is a presentation that was given in 2011 by Daniel Simons who runs the Visual Cognition Laboratory at the University of Illinois. His discussion points out how our visual system interprets what we see based on input of light and how our brain interprets that information. He points out that sometimes how we see the world (visually) is not how everyone else is seeing the world. This then impacts how we process information, our memory, perceptions, and communication with others because we assume that everyone sees what we do. However, that is not true. Daniel points out how this might impact our work and social relationships. It is a short clip, but presents thought provoking information on our perceptions of the world around us.
TedX on Visual processing and perception: “Seeing the world as it isn’t” by Daniel Simons https://youtu.be/9Il_D3Xt9W0
Another Ted Talk done in 2015 by Lara Boyd, who is a brain researcher at the University of British Columbia discusses the importance of new knowledge coming out on brain research and the incredible ability of the brain to create new connections known as neuroplasticity. Dr. Lara Boyd talks about the changes that can happen at the brain following damage and research that is supporting how new learning can help reorganize the connections in the brain.
“After watching, this your brain will not be the same” TedX by Dr. Lara Boyd
Enjoy learning about the fascinating research on the brain!
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
The following post contains the lived experience from Nicola McDowell a qualified teacher for the visually impaired (QTVI) and orientation and mobility specialist (O&M Specialist) in New Zealand who was not diagnosed with cortical visual impairment (CVI) until adulthood. She speaks about her journey through childhood and early adulthood when she received diagnosis of CVI. Notice the different characteristics and challenges she notes and coping mechanisms she adopted in an effort to try and adapt to visual processing difficulties.
The lived experience described in Nicola’s presentation comes from the perspective of an individual without motor, cognitive, or communication difficulties, therefore it is not representative of the majority of children with CVI. In fact, 68% of children were found to have an additional developmental disability in addition to CVI (Hatton, Schwietz, Boyer, & Rychwalski, 2007). Nicola’s thorough explanation of the challenges she has experienced as a result of living with CVI provides insight into some of the challenges that children with CVI may also be experiencing, though they may not be able to vocalize those challenges.
Nicola McDowell - My CVI Journey - https://youtu.be/H7SoRdMovfI
Reference
Hatton, D. D., Schwietz, E., Boyer, B., & Rychwalski, P. (2007). Babies Count: The National Registry for Children with Visual Impairments, Birth to 3 Years. Journal of the American Association of Pediatric Ophthalmology and Strabismus, 11, pp. 351– 355.
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
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Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situations. In some cases, this includes using high tech speech generating devices. Often this can be with less familiar partners or to clarify messages when communication breakdowns occur. In other cases, this includes using low tech communication aids and in many others this includes unaided strategies where an individual communicates using their own body language.
The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!!!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about how to make low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with their own knowledge bases or experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:08:28.67","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22730,"title":"DIY Low Tech AAC: Introduction to this collection","body":"Creating a communication system for a patient, client, or family member that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding experiences that one can have. Augmentative and Alternative Communication (AAC) as a field is driven by individuals with the mission of empowering, supporting, and advocating for people with complex communication needs. This is no easy task and many responsibilities can fall on a busy clinician, family member, or care provider and the responsibility of such can be overwhelming. Generally speaking, clinicians, family members, and other care providers try to encourage different modalities of communication for different situation including both aided (high tech, mid tech, low tech systems) and unaided (i.e. individual's own body language) forms of communication when possible.
\n\nThe importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.The goal of this collection is to collect the suggestions expert clinicians (slp, ot, atp), blogs, and personal experience have taught me about making low tech communication aids for a variety of purposes. I hope this collection will also act as a place where others may add to these posts with information from their own experiences. Please feel free to comment with your own projects or suggestions to add your knowledge and clinical experience to the AAC/communication matrix community!
","userID":46861,"timestamp":"2018-12-03T14:19:06.793","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":419,"collectionID":158,"postID":22730,"quote":"The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice."}]},{"postID":22734,"title":"These are a few of my favorite things! All the things you need for low tech!","body":"People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
1. Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages, these rings have twist closures. (see image below of colorful rings)
2. Binding machine: binding machines allow you to quickly punch pages and bind a book together.
Support visual and motor access:
1. Glitter glue gun sticks: bring out that visual hilithtimg using red sparkly glue gun sticks. I’ve known people to purchase at dollar tree!
2. Pom poms: make page turning easier by using different sized Pom poms
3. Pipe cleaners: the benefit of using a visual hi lighting tool for framing cannot be underestimated. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends.
4. Matte lamination sheets (5 mm): non reflective sheets prevent distraction of reflection of Light off sheer
5. Soft gel paint adhesives: put over to increase dimensionality or create border and edges. A cheap and durable solution to puffy paint.
Display symbols
1. Trifold poster board: fold into wedge to be like Velcro wedge or open up to support visual attention
2. Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
3. Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
4. Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below:
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have on overall communicative effectiveness. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler who was deaf and blind.
Materials that are essential:
- high contrast board: black poster/foram board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
- zip ties: used to attach objects
- exacto knife: used to cut poster board into rectangles and put holes in board for zip ties
- label maker: used to print text labels for communication partners
- Velcro: used to attach symbols to another surface in order to display
- puffy paint/glitter glue: used to create core vocabulary symbols.
2. Go to a dollar store with your vocabulary list: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list
3. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4x6.
- Use exacto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract symbols 3-D is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core UNC have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board
Whenever possible support other senses, visual supports could include:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
How are the symbols going to be presented and stored. Lack of Portability is one of the main reasons AAC devices and systems are abandoned.
- Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Some have made boards with bumpy borders to make choices separate.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past for people. Open to all thoughts from the AAC community!
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. There are sets available online for purchase however the vocabulary contained in such sets may be lack for luster depending on your target patient, client, or population.
To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
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Secure pages of symbols of communication books together:
Air craft cable rings: unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
Pipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
Matte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
Soft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center and reduce complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more stick scissors!
Aprons: This is so great for little friends during circle time and leaves you with your hands free but Velcro on a black apron
Binders: organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front.
","userID":46861,"timestamp":"2018-12-05T03:01:53.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":22901,"title":"These are a few of my favorite things! All the things you need for DIY low tech!","body":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
\nPipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
\nMatte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
\nSoft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
\nAprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
\nBinders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
","userID":46861,"timestamp":"2018-12-05T03:10:46.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2670,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6006,"postID":22901,"userID":3203,"timestamp":"2018-12-11T17:39:42.5"}],"PostCollectionItems":[{"collectionItemID":422,"collectionID":158,"postID":22901,"quote":"These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!"},{"collectionItemID":478,"collectionID":169,"postID":22901,"quote":"If you are looking for crafting projects that could also help your students or kids than this is the post for you!"}]},{"postID":22905,"title":"DIY CVI-adapted low tech picture symbol book","body":"There are many considerations when designing a low tech communication for individuals with cortical visual impairment. A previous collection by Kayley McDonald, OT, Denee Kroeger OT, and myself outlined some strategies and AAC modifications to support individuals with cortical visual impairment: clinical practice application cvi
\nThe low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. For those unfamiliar with this strategy and would like more information, please see more information at the following link: Praactical AAC PAAVS tutorial
\nThis is fairly straight-forward to make in Boardmaker and can be modified need be. I've included pictures of some I've made for patients as a reference. Comment below with questions or suggestions!
The pictures below also highlight the difference between Matte and regular lamination sheets. The Matte lamination reduces reflection of light supporting visual attention. Use it when it is available to you!
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
1. Low tech systems of custom page sets in AAC applications: Many AAC users utilize custom page sets made in applications such as Sounding Board or Go Talk Now on an iPad. You could make a low tech back up by completing the following steps.
- Take a screenshot of each page
- Print out pages
- Laminate
- If it is a dynamic page set, create tabs for navigation.
- Use air-craft cable rings, zip ties, or binder rings to secure pages together
2. Pre-programmed page sets: Pre-programmed page sets from major dedicated device companies (Tobii, Saltillo, etc) have editors for PCs to customize programming. This is sometimes the easiest way to both customize page sets for speech generating devices and print pages for a low tech book. The chat editors are generally free (you may need license to print) to experiment with. If you are learning a new language system this is also a good first step before modeling on device. The other benefit of using a chat editor includes having a saved copy (back up) in a location other than the device (PSA: always back up! So sad when custom programming is lost).
\nPlease see links below:
\nSaltillo: Edit vocabulary using Chat Editor (OS: Windows) and make low tech back up. how to install chat editor
PRC: Edit vocabulary using PRC Application Support Software (PASS) software. how to install PASS software
\nTobii: Edit using Communicator 5. You need a license but can use a PC version (not on individual's device) to edit vocabulary.
3. \"Double duty\" page sets: Some brilliant clinicians (shout out: Alycia Berg CCC-SLP at Boston Children’s Hospital) have taught me the strategy of creating custom page sets the can also easily transition to low tech versions. For example, using a check board configuration in communicator 5 and leaving middle buttons void of programming in a checkerboard configuration can create a way to also easily print a low tech eye gaze book. Designing custom page sets with both in mind may be useful to tackle both.
As always, if anyone has thoughts or other suggestions - comment below!
","userID":46861,"timestamp":"2018-12-06T03:39:37.22","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6004,"postID":23004,"userID":3203,"timestamp":"2018-12-11T17:39:29.047"},{"starID":6012,"postID":23004,"userID":85134,"timestamp":"2019-02-18T04:42:29.14"}],"PostCollectionItems":[{"collectionItemID":424,"collectionID":158,"postID":23004,"quote":"To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!"}]},{"postID":24457,"title":"tangible object symbols for words that have directionality - \"up\", \"down\"","body":"I'm wondering if anyone has experience designing tangible object symbols that account for orientation in space for words that imply a direction (up and down). I've seen a lot of symbols that use an arrow for \"up\" that is facing upwards. My concern with utilizing an arrow is if the orientation of the symbol is facing down it could be confused with a \"down\" symbol. I would like to as much as possible increase the opportunity to have my client use these symbols independently and not rely on a partner to orient the symbol in space.
Any suggestions on how to make these words more distinct from one another would be very much appreciated! A family was interested in these words specifically to help with transitions and routines :)
Thanks in advance!
Deirdre
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Hey there! We presented an introduction webinar to the Communication Matrix for the University of Central Florida Echo training on AAC for Adults. The recording was made available via YouTube! Check it out!
We are also pleased that this presentation video was named \"video of the week\" by the popular Praactical AAC blog! https://praacticalaac.org/vide...We've been learning a lot together in our EC program about aided language modeling techniques, and the huge impact it is making for our kids and spontaneous novel utterance generation (SNUG)!
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By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
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Attached is an educational handout on cortical visual impairment (CVI) - just the basics - the handout gives an overview of the key information of common medical causes, red flags, and recommendations on next steps to best support a child with CVI. The handout is meant to serve as an introductory overview of CVI, though it is recommended for your child to see a pediatric optometrist or ophthalmologist if you have questions or concerns about their use of vision. Posts over the coming weeks will provide further insight into observed characteristics and phases of CVI, as well as demonstrate useful resources and strategies of how to best support and engage children with CVI to develop their ability to understand what they are seeing.
References
Chauhan, R. (2012). Cortical visual impairment : A review. Indian Journal of Physiotherapy & Occupational Therapy, 6(1), 116-118.
Edmond, J. C., & Foroozan, R. (2006). Cortical visual impairment in children. Current Opinion in Ophthalmology, 17(6), 509-512. doi:10.1097/ICU.0b013e3280107bc5
\nLam, C., Lovett, F., & Dutton, G. N. (2010). Cerebral visual impairment in children: A longitudinal case study of functional outcomes beyond the visual acuities. Journal of Visual Impairment & Blindness, 104(10), 625-635.
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\nCortical Visual Impairment Activity
\nCan you figure out what it is you’re trying to find in the picture? Can you find the main object in the picture? Try turning it around, look from other angles, turn your head side to side… You are searching through your mental catalogue of pictures that you have stored over your lifetime trying to identify what features in the picture are similar anything you’ve seen. Are you becoming frustrated because it is taking a long time to figure out what it is you are supposed to be looking for?
\nYour brain is working overtime as you try to put your finger on what you're supposed to be looking at or for... Consider how much more challenging and frustrating it might be for a child with CVI trying to process visual information especially when they are often overwhelmed by other sensory inputs such as: being touched or handled or positioned, smells of food or perfume, people talking to them and around them, frequent seizures, and being in a bright, colorful room. Often children with CVI choose to simply close their eyes or stare blankly into space in an effort to shut down the only sensory system they have control over because they are overwhelmed.
\nRead the next post to figure out what the image was in the picture that you were trying to find and learn more about characteristics of CVI.
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As we discussed in our previous Communication Collection (CVI 101 and also 102… https://communicationmatrix.or... ), more patients with complex communication needs have been identified as having vision difficulties such as Cortical Visual Impairment (CVI). It can be difficult at times to know how to best support these visual needs in an AAC system given that so many systems incorporate the use of symbols whether that be a picture, photograph, visual scene display or written word. To make a language system as expansive as possible a number of symbols are often required to accommodate all possible communication needs and purposes, which can make displays often too complex for a child with vision difficulties.
There are several important supports and cues that may help support a client with CVI and that can be incorporated into an AAC system:
Highlighting with color preferences: Children with CVI see yellow and red better than other colors, these colors can often be an important cue (highlight outline of picture) for visual attention.
Using high contrast pictures/backgrounds/layouts: Increasing contrast of the background and pictures themselves supports vision - example of high contrast would be using a black background with bright colored object.
Reducing visual complexity: The complexity of a visual scene is often very difficult for individuals with CVI. Decreasing the complexity of the scene rather than magnification is often found to be an important support for visual attention. Ways to consider modifying the environment might be using the dark booth to get rid of visual distractions in the room and simplify AAC by using less picture symbols on the screen at one time.
Light cues for visual attention: Children with CVI attend better to light sources, which might include spotlighting picture symbols or backlighting on an iPad.
Movement cues for visual attention: Children with CVI see things better that are in motion.
This week a post will be created that outlines the ways SLPs and OTs have addressed visual access with clients with CVI using the supportive characteristic listed above. Please refer to those posts for further explanation and examples.
CVI has many different stages and levels (see post by Kayley McDonald OTD candidate, from previous collection: https://communicationmatrix.or... ) and children with CVI have very different visual skills and need very different visual supports. As always, it is important to trial these supports with your clients to determine if this is a good support for them and collaborate with the child’s Teacher for the Visually Impaired (TVI).
A link is attached with a great youtube video on CVI adaptations specific for AAC by Perkins School for the Blind is also included as a resource: https://www.youtube.com/watch?v=GE23MGY87PQ&t=7s
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The impact and importance of using high contrast for visual attention and object identification is an important feature to consider when working with kids with CVI. By having a simple, black background with a bright symbol or object in the center, it eliminates the visual clutter or complexity and allows the child to visually focus on the main object or symbol. High contrast attracts the visual attention of a child with CVI without visual information competing for their attention.
Apps on the iPad are useful ways to utilize the strategy of high contrast when supporting the functional use of vision for children with CVI to learn how to interact with and access devices, while sustaining their visual attention. There are Apps that are best for children with CVI because they provide support of high contrast and these Apps can be used as a preparatory method for AAC, as well as working on fine-motor control.
Links to blog posts with CVI App suggestions with high contrast Apps for kids with CVI:
http://www.wonderbaby.org/articles/cvi-apps
http://littlebearsees.org/2012/07/13/favorite-apps-for-children-with-cvi/
http://babieswithipads.blogspot.com/2012/01/my-10-favorite-apps-for-children-with.html
The following image is an easy strategy to present symbols of the real image on a high contrast background. It is a black velcro wedge - it is useful to use with velcro on back of images and store images on the back, while presenting a single image to the child on the front.
The following image is an example of using a high contrast symbol sets using the high contrast strategy (Boardmaker). UNC Project Core have some available low tech books with high contrast symbols on their website if you’re looking for a resource: http://www.project-core.com/4-square/
\n\nPost by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Post by Kayley McDonald, OTD Doctoral Candidate
A key characteristic of children with cortical visual impairment (CVI), especially in the early phases, is the need or draw toward light. Being aware of this quality allows parents and those working with children with CVI to adapt the activities by using more light and lighted objects. As was mentioned in a previous post about the power of highlighting, this is a similar concept - providing ample opportunity to encourage children to look and increase their visual attention. It is common for teachers for the visually impaired to work with children with CVI using a light box, which can be purchased through different companies, but even just the mini light box from AFB.org is $135.
Light Box Instructions
Another option instead of purchasing a lightbox or being dependent on borrowing the lightbox provided by early intervention services you can make your own lightbox for much less! Attached is a PDF of the instructions on the materials and how-to make your own lightbox at home. There is also a helpful blog that provides more instructions on how to make the lightbox, as well as activity ideas to play with your child using the lightbox. The intent of the lightbox is to assist your child in looking consistently at targets using the light as a feature that attracts their attention and promotes their ability to visually see simple, colorful objects placed on it. If you have other children, the lightbox is also a fun activity for your other child to partner play with them and is really a fun activity for all children regardless of visual abilities! Just be aware that it is still important to keep talking and noise down, because any extra noise or talking in the room will distract your child and limit their ability to visually focus on the lightbox activities.
When using the lightbox it is helpful to describe salient features of the items - such as stating that a cat has two pointy ears, whiskers, and two big eyes - teaching your child the characteristics or qualities that make each thing unique.
Spotlighting is another way to incorporate the characteristic of light - using a bright, LED flashlight (recommended to be at least 350 lumens) to spotlight objects or symbols to draw your child's visual attention to them by using light!
Images of light box (lights are on in the room as well) with objects placed on top - draws visual attention of children!
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
Have you ever looked at an Eye-Spy book and found yourself overwhelmed by the visual array and colorful objects when searching for the object? What about visually searching for Waldo in a Where’s Waldo book? Those are both examples of visual complexity, which is essentially what a child with CVI faces in environments that are full of colors, pictures, people, noises, and smells, all of which are competing for their attention. Because vision is not the dominant sense, children with CVI tend to rely on their other senses that are stronger and easier to use (hearing, touch, etc.).
There are three main components to complexity - auditory, visual, and positional.
Be aware of keeping the noise/talking down in the room, ensuring that the child is placed in a comfortable and accessible position, and there is not a lot of clutter in the room that is competing for their visual attention.
A useful strategy to adapt the complexity or visual clutter in the environment is by using a dark booth. By positioning the child so the are facing the inside of the dark booth with their body inside (shoulder just inside the booth to eliminate complexity in their peripheral visual fields), it allows for focused visual attention working on AAC and other activities on the iPad to promote visual attention. As children’s vision begins to progress, gradually complexity in the environment can be added in to progress their functional use vision in typical environments without requiring as much support. Be aware that a child with CVI may revert back to lower functioning visual behaviors (ex: looking at lights or staring out bright windows), when they become visually overwhelmed, tired, or are being overloaded by other sensory systems (tactile, auditory, smell, visual).
Another useful AAC adaptation strategy is to use low tech options such as symbols in a fiand be aware of having a field of one or two objects to ensure the child is not experiencing too much visual complexity and can visually attend to the one or two objects. It is important to note that traditional presentations of holding up symbols (objects, symbols) in left and right visual fields is likely not supportive for most children with CVI and it may be better to create a communication system where symbols are presented one at a time and accessed via partner assisted auditory visual scanning. An example of a one symbol communication book at a time is included for reference in Director of Boston Children’s Hospital Augmentative Communication Program John Costello CCC-SLP (refer to page 13 of the pdf). This is another amazing resource for clinicians and is available at the following website: http://www.childrenshospital.org/clinicalservices/Site2016/Documents/cviNorwayhandout.pdf
Modifying Environment: Dark booth - see PDF attached for DIY instructions made by student from Horizon High School.
Every student has a bright highlighter in their school backpack to bring the most important terms and words to the forefront of their visual attention using the bright, colorful markers. Highlighting with colors (using pipe cleaner, highlight features on device, bright highlight color on image or paper) is a useful strategy to use when working with children with CVI.
Red/Yellow tend to be more universally attractive colors for children with CVI and can be powerful tool for supporting visual access in a communication system.
Here are some simple ideas to include highlighting strategy in AAC intervention. Note: important to have black background and black handle to not distract for subject of visual attention.
Visual highlighting tools: Make a visual highlighting tool using pipe cleaners to draw the student’s visual attention to the symbol (object, photograph, picture) you are focusing on. Incorporate red/yellow as highlighting color. Sparkly highlighters is even better to capture attention!
You can also use highlighting features in many speech generating devices to serve the same function of a visual highlighter. Several popular devices/apps are included with directions on how to turn on this feature. Please see picture of how highlighting can be used for visual scene displays.
Below are examples of the visual supports used in the classrooms. The first picture is an example of a child's individual schedule for the day. Most the the children take each of their small pictures and match it to a bigger picture in a certain area. This is seen in the third and sixth picture of circle, bathroom, and wash hands. The second, fourth, and fifth photos are examples of communication boards used in the classroom (in Spanish and English) to help faciliate expression language and aide in language comprehension as well. The seventh photo depicts a visual schedule of an arrival routine. Finally the last is a daily schedule for the whole class. The teacher reviews it in the beginning, middle, and end of the day. She flips over the strip in front of the class as they talk about what is \"all done\".
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Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
In our district, we are trying to build a more integrated approach with regards to our therapists, involving them more in the day-to-day classroom, especially when it comes to speech & language. Due to caseload size and number of minutes, our SLP is trying to move to this integrated approach, supporting her students throughout the day, and modeling expected communication with AAC devices for the teachers and assistants as well, so that speech doesn't just happen during speech time.
As the district's AT specialist, I have tried to focus on supporting the classroom assistants this year, modeling for them the kinds of language they can use with the students during different academic times as well as social times, how to use the device during literacy, math, motor group, etc. The program assistants I work with have been wonderful and are always happy to learn more about how best to support the students, but still are hesitant when it comes to modeling on a student's AAC device. What are some ways that you have found to help build competence/confidence in your teachers/program assistants when using aided language stimulation?
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The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
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Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
Yoga is rich in teaching opportunities, and can be used to support learning in a wide variety of skill areas-- improving movement patterns and spatial concepts, social interactions, emotional regulation, and language and literacy skills. It is a perfect activity for collaboration between professionals—occupational and physical therapists, orientation and mobility specialists, teachers of the visually impaired, and speech language pathologists may all find opportunities to embed skills from their specialization areas into the yoga routine. The diagram attached at the end of this post shows specific communication and language skills that can be addressed through yoga.
\nAs I have worked as a speech language pathologist to adapt yoga programs for students with visual impairment, I have found that this is truly a collaborative model--it is important to build a strong movement foundation through input from movement specialists such as Occupational and Physical Therapists, and Orientation and Mobility Specialists. Teachers and Speech language pathologists often provide valuable input in developing yoga stories, helping to set up tactile or visual supports/ schedules, and teaching new vocabulary. We all work together to support the process oriented skills needed for any student who is approaching literacy learning. Most of all, the yoga activities provide one context in our busy days in which we can all connect, share an experience and center ourselves for the challenging work we do every day.
Connecting Yoga with Academic Learning
Yoga provides an excellent context for teaching important process oriented skills necessary for any student who is approaching literacy learning:
Connecting with others—the writer and the reader must connect in order for reading or writing to have shared meaning. Yoga is a good place to practice this connection and build perspective-taking, and yoga stories are one way to tie it more closely to the reading and writing instruction in the classroom.
Creativity/symbolic thinking—Especially when reading or writing fiction, students must be able to use their imaginations to assume other identities, imagine what might be instead of being tied to the concrete world of the here-and-now.
Emotional regulation—Recent research on social emotional learning and mindfulness supports the need for students to learn to maintain cognitive and emotional focus as a foundation for all other learning. Typically developing children often learn this through play, and yoga and pretend stories might be a play-based way for older children to approach self regulation as well. Stories, mantras, and meditations that involve the feelings of other characters, controlling one’s own body to move fast and slow and one’s voice to be quiet and loud, will help the child with a visual impairment to practice emotional regulation outside the demands of the everyday social world.
Adapting yoga for students with movement challenges and complex communication needs.
I have found that physical and occupational therapists, as well as adaptive P.E. teachers, are delighted to work with me on adapting the positions in yoga to the capabilities and needs of students with movement limitations. Whenever possible, it is important to perform the yoga activities on the floor, or at least out of the wheelchair. The act of moving and preparing is part of the anticipation that is used to build meaning for this activity. It is also important to use the same mat or cushioned supports to sit on during the yoga activity.
Music is an important component to help build meaning and connection for the students in the yoga activities. I have loved working with the Kundalini program by Shakta Khalsa, who has several music CDs available on her website childrensyoga.com. Her voice is lovely, and the songs are the kind that build joy and stay with you for the rest of the day. Kundalini offers the special benefit for our students with movement challenges, as it is built on a foundation of sound, mantras, and movement repetition, rather than focusing on standing poses and accuracy in achieving the asanas. Links to the tracks from two of her CDs are provided at the end of this blog post. I highly encourage anyone who is interested in her work to try to get training directly from Shakta Khalsa--it was life changing for me, and the music alone does not convey the true content of her program.
Shakta Khalsa, tracks from \"Happy\" and \"Cozy\" CDs
A predictable routine is very important for all of us, but especially for the student who has complex movement and communication needs. I usually begin and end the session with identical activities--beginning with breathing and a warm-up mantra (\"Ommmmm\" or \"ong namo guru dev namo\"), then we move into a few active mantras or poses, focusing on themes of connecting with others, emotional regulation, and symbolic thinking described above. I always end with the same song, \"May the Long time Sun Shine Upon You,\" a classic Kundalini ending, with a \"Sat nam\" to close. When beginning with a new student or group, you may try the beginning, only one active song, and then the ending.
Prompting and supporting the student physically, with care and respect, is important. I always find it helpful to \"practice\" the activity before I turn on the music and we \"do\" the activity. In practice, we are previewing the movements that will be used in the activity itself. Use hand UNDER hand guidance to model the hand positions for the songs and movements. For whole body position, I encourage the child who is visually impaired to tactually \"look\" at my modeling by touching me, and work on matching their position to mine. It is important to assess your own comfort level here--I've found it helpful because many of our older kids did not have enough opportunity to explore their mom's face and body when it was \"acceptable\" as a younger child, and they are often quite puzzled when verbally instructed to \"put your hands over your head\" or \"lie on your tummy.\" Pacing is also important--you might need to use slower sequences of movements for students with visual and motor challenges. The \"Cozy\" CD uses slower movements, and I sometimes start with this. Again, this is an important time to consult with the physical and occupational therapists, as well as orientation and mobility specialists.
Use object, picture or tactile symbols to provide students with information about the sequence of activities to be performed, and to support literacy and communication development. To use object symbols, think carefully about building objects into the routine--perhaps a yoga mat for the whole activity, then maybe a chime to signal the breathing activity, activity-specific hats or bracelets for the student to wear for some of the movement activities, drums or a kazoo for specific songs, a blanket for the resting period at the end. When the students have had practice with all activities, I sometimes use the symbols as a way to give them choice and to enable them to direct the activity. The symbols can be mounted on speech generating devices if the student is using those. The picture at the bottom of this post shows an example of a tactile symbol strip used to support a student in the yoga routine who is blind at the emerging literacy level.
I will add two more posts to this collection to share the ways I've used children's yoga to support language, literacy, social connection and self-regulation. I would love for any of you to share your experiences in using this wonderful activity to support learning in your students with complex communication needs!
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Maloney, Kassandra. Yoga for children with visual and multiple impairments: Fun movements inspired by yoga. TSBVI: Austin, Texas
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
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\nThe Inclusive Storytime Program\nat the Hillsboro Public Library aims to provide equal access to the activities\noffered during the storytime experience that promote early literacy skills\nlinked to reading and writing success in school. Run by faculty at Portland\nState University (PSU), Inclusive Storytime welcomes all children (see flyer attached at the first image at the end of this post). \n
\nMary Ellen Chase (1952),\nAmerican teacher and author, captured the importance of reading for children in\nthe above quote. The benefits of reading include improved language and\ncommunication skills, better speech skills, increased academic success and\nenhanced concentration and attention to tasks. Some children, however,\nespecially those with complex communication needs due to sensory, motor,\nintellectual or cognitive disabilities, need additional support in order to\ninteract with books and engage in the early literacy activities that are\nfundamental to reading and writing success. These supports include\nadapted books, use of assistive technology and visuals and strategies that\nenable children to participate meaningfully in groups such as fidgets, visual\nprompts and social stories.
\nIntroducing children to the\nmagic of reading is one of the primary missions of the public library.\n Through interactive storytime programs, children have the opportunity to\nengage in literacy-rich activities that promote early reading, provide parents\nwith important models of how to engage their children with books and develop a\nconnection with the library that can become a valued lifelong resource.\n The Inclusive Storytime Program at the Hillsboro Public Library aims to\nprovide equal access to the activities offered during the storytime experience\nthat promote early literacy skills linked to reading and writing success in\nschool. Run by faculty at Portland State University (PSU) with an interest in\nliteracy and a steady group of volunteers with experience and training in\nworking with children with disabilities, the Inclusive Storytime Program\nwelcomes all children to enjoy the storytime experience, as well as gain skills\nin sound-symbol associations, narrative, print-awareness, vocabulary and early\nwriting, skills predictive of future literacy success.
\nRory and Aubree
\nRory, a bright, energetic,\nthree-year-old enters the library and quickly chooses his spot on the carpet.\n Rory was prepared for the group storytime experience by reading a social\nstory at home that describes what will happen and how he will participate.\n He knows that there will be a visual schedule to help him transition from\nactivity to activity, and is familiar with the repetitive songs and structure\nthat will help him fully engage in the session. Rory holds his favorite\n“fidget” and is ready to sing the familiar book song paired with symbols\ndesigned to support all children be active participants in the routine. Books\nare chosen based upon the interests and language abilities of the children and\nsupporting visuals and activities are carefully designed to support the early\nliteracy skills that the children will need to be “school ready”.\n Lacey, Rory’s mom says “The visuals and take-home activities help\nRory the most. Also, having access to fidgets and the ability to move around if\nhe needs to.”
\nThe theme for this week’s\nsession at the library is getting ready for summer. Aubree, who is five,\nis excited to read one of her favorite Pete the Cat books, Pete the Cat and\nthe Magic Sunglasses. Aubree uses a head-switch to activate a\nrecording of the song from the book so she can sing along with group. All of\nthe children will wear sunglasses and help retell the adventures of Pete by\nsequencing pictures on individual schedules made of paint sticks with pictures\nattached to velcro. Other activities to support this summer theme\ninclude “writing” a book about all the things the children will “see” in\nsummer, learning about the sound “P” makes using a picture mnemonic of their\nfavorite character, Pete the Cat, and a thematic craft. Core vocabulary boards with\nwords and symbols to request “more” materials, and making choices by\nindicating what colors and shapes they “like” enable all children to\ncommunicate while decorating their foam visors as part of a summer craft\nactivities.
\nParents play a key role in\nthe storytime sessions. Facilitators, including some graduate students\nfrom PSU’s special education program, model how to use visual supports, engage\ntheir children with books and experiment with assistive technology during the\nsessions. A take-home sheet with symbols and activities to follow-up at\nhome is provided each session.
\nOur public libraries play a\nkey role in getting students ready for academic success. For children\nwith disabilities, the library provides another avenue to help nudge the\nreading and writing skills that are so important in their future school\nexperience. The Inclusive Storytime Project is currently holding sessions\non the second and fourth Friday of each month and will run throughout the\nsummer. According to Lacey, “In a way, storytime has become an extension of\nschool, giving him an additional day where he can practice sitting, listening,\nworking on an activity with friends around him. He only gets four hours of\nspecial education preschool, and during the summer there will be several weeks\nwhere he has no school at all. Storytime gently reinforces all of the important\nskills he will need to be ready for kindergarten in an accommodating\nenvironment.”
\nFor\ninformation in the Inclusive Storytime Project at the Hillsboro Library,\ncontact Melissa Pebly, Instructor/Supervisor, Portland State University,\nGraduate School of Education, Department of Special Education at mpebly@pdx.edu.
\n\n\n
The following are some of my favorite shared reading resources:
https://www.med.unc.edu/ahs/clds/files/conference-hand-outs/asha-2015-shared-reading
http://www.project-core.com/shared-reading/
http://praacticalaac.org/tag/shared-reading/
http://aacliteracy.psu.edu/index.php/page/show/id/8/index.html
Dr .Joanne Kaeding is a children’s librarian with an interest in accessibility for children with disabilities. Links to an article she has authored on the topic is below.
Kaeding, J., Velasquez, D., Price, D., (2017) ‘Public libraries and access for children with disabilities and their families: A proposed inclusive library model’ in the Journal of the Australian Library and Information Association. DOI: 10.1080/24750158.2017.1298399.
http://www.tandfonline.com/eprint/nfKEe2PxTGQfJgsgKzvI/full
Opening Access to Public Libraries for Children with Disabilities
https://mail.google.com/mail/u/1/#search/kristen/16460bc1aabd1553?projector=1&messagePartId=0.2
The demand for high-tech AAC with a robust Arabic language system is growing. Being that I am an Arab-American speech and language pathologist, I am occasionally asked if I am aware of any high-tech AAC systems that support the Arabic language. Unfortunately, most high-tech AAC tools do not yet provide support for this language, and would require extensive programming and voice digitization. After extensive research, I have found two tools currently available that offer a robust icon-based language systems that support the Arabic language. However, there may still be tools that I was unable to locate, and if anyone is aware of or becomes aware of such tools, please be certain to post the resource in the comments below.
TouchChat by Saltillo
In my clinical practice, I recently trialed the Arabic version of Multi Chat and Word Power language systems on the TouchChat application. TouchChat is a communication app that you can purchase on the iPad made by Saltillo for $299.99. The Arab language layout is a new add-on feature which includes high contrast symbols on a dynamic display for $49.99. There are several Arabic voices you may choose from for an additional cost ($11.99). In my review, I find the communication app to be useful for Arab clients with complex communication needs. The app provides language layouts in a variety of arrays from a visual field of 4 to a visual field of 20. The language systems are primarily phrase based and include a message bar at the top of the display. Multi Chat 15 in Arabic provides visual scene displays which can facilitate language learning for emerging communicators. Currently, the Arabic layout only provides the Arabic text and does not have English text included on the icons. This may create challenges in a school setting where the child would need to communicate in English to their teacher and peers. There may be a way to toggle between the English and Arabic languages by adding an “action” feature in the settings. This will allow the user to navigate between the Arabic language layout and the English language layout. This feature may help the user to maintain and develop their bilingual skills and use their communication app across all environments.
Grid 3 by Smartbox
Grid 3 is a robust language system that can be found on Grid Pad or Power Pad device from Smartbox. It is compatible and can be downloaded onto a PC. The Grid is also available in an app version which can also be purchased on an iPad. It supports the Arabic language layout. It presents as a dynamic display, very similar to Touch Chat. It can be purchased for a one-time fee of $349.99 or a monthly subscription of $9.99 per month. If you are interested in trialing it with a client, you can request for a free 30 day trial on their website.
If you are looking for an AAC app to support emerging communicators, there are a variety of different tools available that might be helpful. To support Arabic-speaking clients who might be able to use a static display with a grid vocabulary organization, Sounding Board and Go Talk Now are two apps that I have used. These apps allow you to take pictures of objects in the environment, you can digitize the voice of a caregiver or interpreter labeling the object. Go Talk Now may also be appropriate to use as a dynamic display with larger arrays. Go Talk Now currently offers some Arabic language support primarily through the iOS. By changing the default language to Arabic through the iOS settings, Go Talk Now will automatically translate most of the typed text and will speak in Arabic. However, not all of the words can be translated into Arabic.
Tap Speak Sequence and Pictello are similar apps to support story-telling. These apps allow you to upload pictures and allow you to record a caregiver or interpreter’s voice. Clinicians should review some of the previous topics discussed on the mid-tech post, with particular attention to considerations for single- or -multi-message tools with multiple levels, as the considerations are applicable to high-tech tools as well.
There also exist some text-based iPad apps which support the Arabic language, though I do not have direct experience with using the Arabic language features in these tools as they have not been appropriate for my clients. Proloquo4text reportedly supports an Arabic keyboard and supports word prediction. Similarly, Predictable also supports an Arabic keyboard by changing the keyboard settings through the iOS (must change the keyboard to the Apple keyboard). Unfortunately, in my trials of this tool, doing so lost the word prediction functionality. Clinicians are encouraged to pursue their own trials of these tools before recommending them to their clients.
If you have any resources to share that support the Arabic language, please share in the comment section.
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
1. Low tech systems of custom page sets in AAC applications: Many AAC users utilize custom page sets made in applications such as Sounding Board or Go Talk Now on an iPad. You could make a low tech back up by completing the following steps.
- Take a screenshot of each page
- Print out pages
- Laminate
- If it is a dynamic page set, create tabs for navigation.
- Use air-craft cable rings, zip ties, or binder rings to secure pages together
2. Pre-programmed page sets: Pre-programmed page sets from major dedicated device companies (Tobii, Saltillo, etc) have editors for PCs to customize programming. This is sometimes the easiest way to both customize page sets for speech generating devices and print pages for a low tech book. The chat editors are generally free (you may need license to print) to experiment with. If you are learning a new language system this is also a good first step before modeling on device. The other benefit of using a chat editor includes having a saved copy (back up) in a location other than the device (PSA: always back up! So sad when custom programming is lost).
\nPlease see links below:
\nSaltillo: Edit vocabulary using Chat Editor (OS: Windows) and make low tech back up. how to install chat editor
PRC: Edit vocabulary using PRC Application Support Software (PASS) software. how to install PASS software
\nTobii: Edit using Communicator 5. You need a license but can use a PC version (not on individual's device) to edit vocabulary.
3. \"Double duty\" page sets: Some brilliant clinicians (shout out: Alycia Berg CCC-SLP at Boston Children’s Hospital) have taught me the strategy of creating custom page sets the can also easily transition to low tech versions. For example, using a check board configuration in communicator 5 and leaving middle buttons void of programming in a checkerboard configuration can create a way to also easily print a low tech eye gaze book. Designing custom page sets with both in mind may be useful to tackle both.
As always, if anyone has thoughts or other suggestions - comment below!
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\nThe low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process. For those unfamiliar with this strategy and would like more information, please see more information at the following link: Praactical AAC PAAVS tutorial
\nThis is fairly straight-forward to make in Boardmaker and can be modified need be. I've included pictures of some I've made for patients as a reference. Comment below with questions or suggestions!
The pictures below also highlight the difference between Matte and regular lamination sheets. The Matte lamination reduces reflection of light supporting visual attention. Use it when it is available to you!
These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
Secure pages of symbols of communication books together:
Air craft cable rings: Unlike binder rings which can become misaligned and lose pages and zip ties which don’t allow you to add pages after they are secured, these rings have twist closures. They can be found at all kinds of retailers including Amazon: Aircraft cable keychain rings
Binding machine: Binding machines allow you to quickly punch pages and bind a book together. This type of binding may also last longer.
Support visual and motor access:
Glitter glue gun sticks: Use red sparkly glue gun sticks to highlight distinctive features on symbols. I’ve known people to purchase at dollar tree! See image below to see what highlighting with glitter glue could look like.
Pom poms: Make page turning easier by using different sized Pom poms at the corners of the page. Larger pom poms will increase spacing between pages and will increase participation and/or independence during page turning. This is great for creating symbol-adapted or adapted books.
\nPipe cleaners: The benefit of using a visual highlighting tool to increase visual attention to symbols or to features of symbols cannot be emphasized enough. Red/yellow pipe cleaners and better yet red and gold glitter pipe cleaners are your best friends. See picture below of a visual highlighting tool.
\nMatte lamination sheets (5 mm): Non-reflective sheets prevent distraction of reflection of light off sheet. This is particularly useful with supporting vision in individuals who have CVI.
\nSoft gel-paint adhesives: Put over symbol to increase dimensionality or create border and edges. A less expensive and potentially more durable version of puffy paint.
Display symbols
Tri-fold poster board: Fold into wedge to display symbols on one of three sides or open up to support visual attention to symbols in center by reducing visual complexity.
Velcro dots: Quick and easy way to secure symbols! Different sizes and strengths and no more sticky scissors!
\nAprons: This is so great for group based activities with AAC users (circle time, story telling) and leaves you with your hands free by placing symbols on an Apron.
\nBinders: Organizing symbols in binder is so portable and symbols can be displayed on front or within binder. Check out this organization below in picture for storage and display. The symbols are stored within the binder and displayed for choice making on the front using a felt backing.
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To make this project more do- able, I’ve created a list of materials and tools to do it yourself from when I created a set for one of my clients.This set cost ~$15 to create. Tangible object sets retail at ~$200 online
1. Plan your vocabulary set and targeted words in collaboration with client, family, and other team members. In the example I’ve included we were making a tangible object schedule to support transitions for a young toddler with hearing and vision difficulties.
2. Make a material list of items you will need in addition to the object symbols:
- high contrast board: black poster/foam board, cardboard with black insert. This will increase contrast and will support individuals with vision difficulties
\n- duct tape/electrical tape: this will protect the edges of the cardboard backing of the symbol
\n- zip ties: used to attach objects
\n- x-acto knife: used to cut poster board into rectangles and put holes in board for zip ties
\n- label maker: used to print text labels for communication partners
\n- Velcro: used to attach symbols to another surface in order to display
\n- puffy paint/glitter glue: used to create core vocabulary symbols.
\n3. Go to a dollar store: The dollar store is a magical place for tangible object symbols and other supplies and is generally a one stop shop. I was able to get all my materials in my list for about $15.
4. Assemble the symbols
- Measure and trace rectangles on high contrast that are likely large enough to mount your tangible symbols. Generally my symbol was 5 x 7 or 4 x 6 inches
- Use x-acto knife to cut out rectangles
- To protect edges from wear and tear, place black duct tape or electrical tape on the edges of the rectangle
- Secure object to board using 1-2 zip ties. Puncture holes in board in 2-4 spots and weave through. Cut the remaining plastic off after. Cover zip tie connection with duct tape to prevent wear and tear
General considerations when making:
Vocabulary decisions: It is easier to represent nouns with tangible objects than other core vocabulary function or action words. Trying to make abstract words 3-D and tangible is challenging and may require a combination of puffy paint foam and bright colors. If you are a lucky enough individual to have access to a 3D printer, the lovely people at project core (UNC) have open source code to 3D print tangible objects for core vocabulary words. This can be found at: 3D printed tangible object symbols.
Whenever possible include supports for vision:
- High contrast board with items that have color preference
- Reflective shiny objects
- Borders with preferred colors
To learn more about supports for CVI and other vision impairments. Refer to previous collection: AAC adaptations for CVI
How are the symbols going to be presented and stored:
\nLack of Portability is one of the main reasons AAC devices and systems are abandoned.
\n- Reduce need to travel to different settings when possible: Instead of sending entire sets of symbols from school to home and vice versa. A set could be made for each location.
- Display that is also tangible: Tangible objects are hard to represent for clients who may have tactile sensation as their most reliable sensory input. When assembling consider how a person might differentiate one object from another by touch not only with textures but with positioning the items on the board. How will you display choices in a way that can be differentiated by your client. Field of 1 and scan through? On a velcro board in left and right visual field? Will there be a boarder in between choices? etc.
- Consistent storage location: independently accessing symbols when possible is the goal of any one supporting an individual with complex communication needs. Making the storage location consistent and when possible accessible and teaching your client this location as an operational competence will increase their overall independence when communicating wants, needs, and ideas.
These are just a few thoughts! Please share other things that have worked in the past!
","userID":46861,"timestamp":"2018-12-03T19:21:12.07","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":420,"collectionID":140,"postID":22759,"quote":"The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. This guide is intended to help with the DIY process for this type of symbol. Please leave comments with additional suggestions! "},{"collectionItemID":421,"collectionID":158,"postID":22759,"quote":"The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. This guide is intended to help with this DIY process. Leave comments with additional suggestions! "}]}},{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537","Post":{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]}},{"starID":6035,"postID":24406,"userID":3203,"timestamp":"2019-08-13T19:16:05.157","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6037,"postID":24408,"userID":3203,"timestamp":"2019-08-20T20:59:15.913","Post":{"postID":24408,"title":"What's in a name? Introducing paraeducators!","body":"It might seem like a little thing, but the titles we use to refer to each other in educational settings set the tone. Paraeducators are one group that often have numerous names by which they are referred in educational settings and often support students with complex communication needs. Their titles include: educational assistants, paraprofessional, aide, one on one, para, teacher assistants, classroom aide, job coach, etc. Why so many names? And what do these titles tell us about their roles? Unfortunately, their titles often tells us very little or lead the paraeducators themselves or others form judgements about their role. Take the title one on one. While it may indicate that the paraeducator only has one student to support, it might also send the message that no one else really works with that child - \"Billy has his one on one\", that the paraeducator needs to be around the child throughout the school day, that the paraeducator cannot help any other children in the school setting, or that the child is incapable of being without a person by their side. All of these messages might unintentionally result in a child with complex communication needs who is isolated from other educators, other children, and can lead to student dependence on the one on one. While a title can't fix everything - let's start the change by referring to these important support personnel by a more descriptive title. Introducing paraeducators! They are there to support, guide, and educate students with guidance from other educators (teachers, therapists, etc). They work alongside the teacher and other educators and they make a difference! In my years as a teacher I relied on these wonderful partners to educate students with complex communication needs. They are an integral part of our educational system and they should be recognized for the educational services they provide. So what's in a name? Apparently a lot!
","userID":54083,"timestamp":"2019-08-20T19:24:45.097","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1503,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":446,"collectionID":162,"postID":24408,"quote":"Paraeducators can go by many different titles in schools. This post discusses the importance of an appropriate title. "}]}},{"starID":6038,"postID":24409,"userID":3203,"timestamp":"2019-08-20T21:01:14.93","Post":{"postID":24409,"title":"Communication Partner Training for Paraeducators","body":"In my years as a teacher one thing I found daunting was training paraeducators to support students with complex communication needs. There's so much to learn, and the support that is provided is so critical to outcomes for these individuals. There's a growing body of research identifying interventions for various communication partners with parents and teachers being targeted most often. However, paraeducators are often the individuals that spend the most time with students with complex communication needs. What they do to support these students matters! So, how can educators and speech language pathologists ensure high quality supports from paraeducators? They can provide high quality training. Check out a sampling of the growing body of research related to interventions for paraeducators supporting children with complex communication needs.
Douglas, S. N. (2012). Teaching paraeducators to support the communication of individuals who use augmentative and alternative communication: A literature review. Current Issues in Education, 15(1). Link to the article here
Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101. Link to the article here
Douglas, S. N., McNaughton, D., & Light, J. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35(3), 223-242. Link to the article here
Pitman, D., Bellon-Harn, M. L., & Moody, S. (2016). Educational Assistants’ Use of ImPAACT for Increasing Message Selection and Turn-Taking with Children with Complex Communication Needs. International Journal of Speech & Language Pathology and Audiology, 4(2), 37-49. Link to the article here
Sennott, S. C., & Mason, L. H. (2016). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 37(4), 242-254. Link to the article here
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217-226. Link to the article here
And there's even more research coming to you soon. Check out this awesome development grant to create paraeducator focused training with teacher coaching for children with complex communication needs. It's currently under way. Link to the grant award here
What are you waiting for? Start implementing your paraeducator communication partner training today and see your the communication of your student grow tomorrow!
","userID":54083,"timestamp":"2019-08-20T19:57:51.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1701,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":445,"collectionID":162,"postID":24409,"quote":"This post discusses the growing body of research focused on identifying interventions for paraeducators supporting children with complex communication needs. "}]}},{"starID":6039,"postID":24410,"userID":3203,"timestamp":"2019-08-20T21:04:02.663","Post":{"postID":24410,"title":"8 Tips for Supporting Paraeducators","body":"Does your educational team include paraeducators? Are you at a loss at how to support these important team members? Here are 8 tips to get you started on the right foot.
1-Advocate for high quality hiring practices for paraeducators - A good start with paraeducators begins with hiring. Although not always possible, work with your administrators to be included in the hiring of paraeducators. This allows you to have a voice in the right person for the position. As part of this, ensure that job announcements highlight the important roles paraeducators will hold in the classroom. Which leads me to tip #2...
2- Ensure paraeducators have accurate job descriptions - It's important that paraeducators know what is expected of them. You can help ensure this by providing them with an accurate job description that details their roles and duties in the education setting. Work with the building administrator or school district personnel to make this happen - ideally before they start in the classroom. Then refer to this job description when you implement tip #3...
3 - Provide the paraeducator with orientation before starting in the classroom - Ideally paraeducators would come ready to step into the classroom and support students on day one, but the reality is that many of these individuals come without relevant experience and limited education. Ensure that paraeducators are provided with the foundational skills they will need to be successful. This includes understanding the procedures within the school and basic responsibilities of paraeducators. This training is often provided by the school district or local educational agency. If you don't see this happening for paraeducators in your school, advocate for orientation to be implemented. After orientation has been conducted, you can continue supporting the paraeducator by implementing tip #4...
4 - Provide on the job training to support paraeducators as they gain instructional skills - Teachers and therapists can provide important support to paraeducators through on the job training. This can allow paraeducators to provide follow-up instruction and can allow them to help carry out goals within the IEP. High quality on the job training should include modeling of skills, observation of the paraeducator implementing the skill, and coaching/feedback to the paraeducator as they refine their implementation of the skill. This might require you to follow tip #5.
5 - Advocate for meeting time between the paraeducator and team members - Let's face it, paraeducators often don't have meeting time with team members built into their schedules. However, in order for paraeducators to gain instructional skills - meeting time is often critical. Work with building administrators and district personnel to ensure you have the time you need to help the paraeducator gain the skills required for the position.
6 - Document paraeducator skills and training - As you implement paraeducator training make sure to document what they have been taught. This helps the team keep track of what has been done, what assignments are appropriate for the paraeducator based on their training and skill level, and what training still needs to occur.
7 - Provide feedback to administrators or those conducting paraeducator evaluations - Teachers and therapists may not be conducting paraeducator evaluations, but that shouldn't stop them from providing feedback to administrators who are completing these evaluations. This might include touch points throughout the year to ensure that paraeducators are providing appropriate supports to students, and discussion of any challenges paraeducators face during the year.
8 - Make sure the paraeducator feels like they are part of the team - We know that paraeducators often don't feel like valued members of the team. Educational team members can help them feel like important team members by recognizing their hard work, giving them assignments that match their interests and skills, and making sure they have a place in the classroom to carry out their assigned duties. In talking with teachers many indicate that they bring them small tokens of appreciation on holidays and such to express their appreciation.
There you have it - 8 tips to support paraeducators. Following these tips can get you off to the right start. Be the team member who help paraeducators in their roles with students with complex communication needs!
As clinicians/therapists/students/parents working with individuals with severe communication deficits, we strive to identify functional goals for communication. Requesting help, knowing personal information, answering basic questions and communicating to share enjoyment is essential in the quality of life. However, I pose this question to anyone working with/living with an individual having severe communication deficits: how often is play a focus of your session/schedule/routine? My initial guess is that play (of all forms) is not a consistent focus in the development of communication skills. After all, let’s face it, without meaningful language to help facilitate play, it can be difficult to incorporate and target play skills.
After working for 17 years in the outpatient setting at Cincinnati Children’s Hospital, and specializing in severe communication/behavior based diagnoses, I have come to understand that targeting play skills can be hard. However, as difficult as it can be to play, it is an incredibly important developmental area to address.
In the following series of posts I will: Identify skills and activities noted in the following levels of the Communication Matrix:
o I Preintentional Behavior
o II Intentional Behavior
o III Unconventional Communication
o IV Conventional Communication
Prior to the next post in this series, I ask that you identify one individual that you live, work, teach who demonstrates limited play skills/play repertories and does have a severe communication deficit. Begin to observe the individual from a “play/leisure” perspective. When that individual is left on their own, what do they do to occupy their time? The answer cannot be, “nothing”! Everyone is doing something: i.e., is the individual tapping their fingers on a table tray, pacing around the room, bouncing in their seat, twirling string, hitting themselves on their legs, etc.
Keep those observations close, as we will revisit those observations in a future post.
Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Working in a large, outpatient, pediatric hospital as a speech language pathologist specializing in severe behavior, severe autism and developmental disabilities, I will be honest in that there have been times I have wondered if my goals are helping this patient/family. After having my own child, I realized how much bonding and shared enjoyment occurs throughout the day that is embedded with play and/or leisure activities. One day this idea stuck in my brain and I couldn’t shake it. As I engaged in pretend play with my daughter during a nature hike (as we pretended to be mountain lions) and talked about what animals we might find, discussed the nature around us and even labeled the way to move through our playscape (run, walk, giant steps) it hit me: many of the families I work with on a daily basis do not get to experience the joy of an afternoon playing with their child. Without giving due respect to the physical limitations that may make play schemes challenging, I was stuck by how much of the play I was engaging in with my daughter was layered with language. It was at that moment that I began my personal mission of identifying play activities that could be enjoyed and easily replicated by patients and families. I am excited to share practical play ideas in a future post.
My focus for this post is to discuss and define critical play skills. Just as in any other area of development, the play skills of individuals with severe communication disabilities can be scattered. However, as in the development of other cognitive skills, it is important that the hierarchy of play skills are being addressed. As research has demonstrated, and continues to demonstrate, play skills have a high correlation to language development. Research has documented that first word acquisition is associated with the emergence of both symbolic and self-pretend play (pretending to feed oneself by taking “bite” out of a block) as well as in pretend play with others (feeding a dinosaur a tree). While the combing of words is associated with combining actions in symbolic play such as taking a bite from a block and then giving the dinosaur a bite from the same block.
To discuss/identify and target the progression of play skills is a complex undertaking. For this post, the focus will be on core primary play/language skills. The skill levels discussed will fall within the Preintentional Behavior, Intentional Behavior, Unconventional Communication and Conventional Communication levels of the Communication Matrix.
When considering goals for individuals with severe communication impairments, joint attention is often an early and critical target that incorporates play and communication skills. Joint attention in the simplest form is shared attention between 2 communication partners. It is through joint attention that individuals begin to communicate (grunting, eye gaze to an object, reaching for an object). Joint attention skills are critical in early language development. Joint attention skills are also essential in later developing language (social rules, pragmatics of language, and theory of mind).
When joint attention skills are impacted, it may be helpful to further dissect the concept into more specific domains: protodeclarative joint attention and protoimperative joint attention skills. Protodeclarative joint attention is a social interaction used for the social intent of sharing attention. This could be communicated in the form of gestures, pointing to objects, through vocalizations, or via shared interest in an outside object (eye gaze shifted from object to communication partner, then eye gaze shifted back to outside object of interest). Protodeclarative joint attention attempts are made with the goal of engaging another communication partner into an exchange. Protodeclarative attention is significant in that it marks a shift in cognitive-linguistic development, usage demonstrates the individual’s conscious intent to initiate social interaction and establish joint attention to an object, action, or communication partner.
Protoimperative joint attention is related to making requests. This type of gesture or vocalization is produced with the intent of the communication partner to obtain a desired object. For example protoimperative joint attention could be noted when an individual guides a communication partners hand to reach a toy which is out of reach. This can be seen as requesting a behavior (for the adult to give the toy to the child).
After joint attention has been established, the focus of play can turn to imitation. Through imitation, individuals learn about actions and intentions of others’. Deferred imitation is correlated to memory recall and an individual’s ability to produce actions based on stored mental representations of social events and action sequences. It has been theorized that a failure to engage in early social imitative play may directly impact the development of social reciprocity, and later developing theory of mind abilities.
There are specific types of imitation to address, imitation of object use (stacking blocks, hitting a drum), imitation of actions (clapping hands, using hand play in songs), imitation of functional objects (using a cup to give a baby a drink) and imitation of symbolic actions (using a block as phone). It is important to note that the imitation of functional objects is associated with receptive language development. While imitation of symbolic objects is associated with both expressive and receptive language skills. Now that critical joint attention and imitation skills have been discussed in depth, the next and final post in this series will discuss practical play schemes and identify potential play materials that can be used with individuals exhibiting severe communication disabilities.
I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
","userID":2020,"timestamp":"2019-11-25T20:40:44.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1750,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":461,"collectionID":166,"postID":24452,"quote":"This post includes helpful resources related to partner augmented symbol input and the idea of modeling. "}]}},{"starID":6101,"postID":24486,"userID":3203,"timestamp":"2020-06-09T23:05:45.99","Post":{"postID":24486,"title":"Online Study Participation Opportunity for Special Education Teachers","body":"Researchers at Oregon Health and Science University are conducting a research Project (IRB#0020163) to develop a speech-language and communication intervention for young children aged 3- 7 with severe disabilities.
Are you interested in participating in an research program to develop an Augmentative and Alternative Communication (AAC) Intervention for young children with severe disabilities?
As part of participating in the research project teachers and speech-language pathologists will learn valuable intervention strategies which they can continue to use after the project is complete. We expect that the research activities will be completed by teachers and speech-language pathologists during their typical instructional activities with minimal time away from their students.
We will interview educational professionals regarding their perspectives on the implementation supports, features, and resources which teachers need to implement AAC interventions within classroom activities. Educational professionals will participate in interviews during a focus group and complete surveys.
You may be able to participate if you are an educator or speech language pathologists who works with children aged 3- 7 years with intellectual disabilities, developmental disabilities, or a severe speech-language impairment.
What we will ask you to do:
• Participate in an interview lasting approximately between 1 - 2 hours.
• Answer questions about your perspectives on the implementation supports, features, and resources, teachers need to use AAC systems during classroom activities.
• Complete 10 minute surveys every once a month during the school year.
The total time commitment will be approximately 2 – 3 hours over the school year.
If you are interested in the study, please follow this link:
https://is.gd/classroomaac to read and sign the study consent form.
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
Disability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
Disability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
\nDisability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
\nDisability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development as part of Developmental Disabilities Awareness Month in order to expand the conversation around inclusion and disabilities.
\nDisability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
Feel free to add additional video links below, or share your experiences with community living for individuals with developmental disabilities.
","userID":3203,"timestamp":"2018-03-15T19:45:19.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":795,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":314,"collectionID":138,"postID":12893,"quote":"This post includes videos shared by the North American Center for Collaborative Development as part of Developmental Disabilities Awareness Month. "}]},{"postID":12894,"title":"“See Me as Your Neighbor” Community Living Resources","body":"As part of their campaign to promote awareness of developmental disabilities and highlight efforts for inclusion and advocacy by sharing stories of individuals with disabilities, the North American Center for Collaborative Development shared the following resources.
Real Communities Partnerships- Building Inclusive Communities
Emergency Evacuation Planning Guide
Guide to Home Accommodations for Persons with Disabilities
We Belong Arcadia
If you have another community living resource or a story please share below.
","userID":3203,"timestamp":"2018-03-15T19:47:29.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1221,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":315,"collectionID":138,"postID":12894,"quote":"This post shares some of the community living resources linked by the North American Center for Collaborative Development as part of Developmental Disability Awareness Month. \n"}]},{"postID":12895,"title":"Autism Speaks-Community Living","body":"Autism Speaks is an organization dedicating to increasing understanding, acceptance, research, and advocacy of individuals with autism spectrum disorders. Though their website is targeted at supporting individuals with autism spectrum disorders, several of their resources are relevant for individuals with a variety of developmental disabilities, including their guide on community living, which offers a wealth of information regarding transition planning. Covered topics include selecting school and community activities, travel training, safety considerations, and skill building. The guide also includes links to other resources regarding community life.
","userID":3203,"timestamp":"2018-03-15T19:50:23.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1237,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":317,"collectionID":138,"postID":12895,"quote":"This post includes a link to the Autism Speaks guide on Community Living for individuals with autism spectrum disorder. "}]},{"postID":13233,"title":"\"See Me as Your Friend\" Video","body":"The following video was shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
Hear Me! People with Developmental Disabilities Speak Out: In this video, published by the Nevada Developmental Disabilities Council, seven young adults with developmental disabilities share their experiences.
This article was shared by the North American Center for Collaborative Development as part of DD Awareness month. It is a story published on the Ramp Up: Disability, Discussion, Debate website and written by editor Stella Young. It is framed as a letter from Stella (written in 2013 at age 31 years) to herself at age 16 years. The article is full of wit, wisdom, and excellent advice.
\nhttp://www.abc.net.au/rampup/a...
We would love to hear your story. What do you wish you could tell your 16 year old self? Join the conversation here and on social media using #DDawareness18
","userID":3203,"timestamp":"2018-03-25T16:51:06.48","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1320,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":331,"collectionID":139,"postID":13237,"quote":"This post links to an article written by a woman with disabilities that is framed as a letter to her 16- year old self. "}]},{"postID":15400,"title":"OHSU and the Institute on Development and Disability’s 5th Annual Transition Fair","body":"OHSU and the Institute on Development and Disability’s 5th Annual Transition Fair: Passport to a Healthy Future\n \nWhen: Saturday, May 12, 2018\nWhere: Mt. Hood Community College\n 26000 SE Stark Street\n Gresham, OR 97030\n \nWho is this event for?\n\nA FREE resource fair and workshop for youth who experience disability, their families, and providers who work with youth and young adults who experience disability. This year’s fair will include 15-20 community vendors providing resources for employment, health and wellness, leisure access, and education.\n \nThis year there will be two workshops held:\n1.\t“Taking Charge of your Health”: an interactive session for youth and young adults who experience disability\n2.\t“Planning for a Healthy Transition”: ideas, resources, and conversations for families, caregivers, and providers\n \nRegistration: www.ohsu.edu/transitionfair\n \nPlease share with families or providers that may be interested in this event!\n","userID":3203,"timestamp":"2018-05-01T22:19:20.253","posted":true,"featured":false,"originalPostID":null,"eventDate":"2018-05-12T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":"Mt. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:53:56.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-06-18T00:00:00","eventEndDate":"2019-06-18T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane-Child Development and Rehabilitation Center","eventStartTime":"6:00PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24370,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:56:56.56","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-08-20T00:00:00","eventEndDate":"2019-08-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24371,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:58:39.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-09-17T00:00:00","eventEndDate":"2019-09-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24372,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T22:00:13.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-10-15T00:00:00","eventEndDate":"2019-10-15T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24373,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T22:01:38.013","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-11-19T00:00:00","eventEndDate":"2019-11-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24374,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T22:02:40.247","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-12-17T00:00:00","eventEndDate":"2019-12-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":" Child Development and Rehabilitation Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24385,"title":"Ducks in AACtion: Family Education & Experience AAC Summer Day Camp","body":"WHO: Children, families, and caregivers who use or support AAC systems (speech generating devices, mobile technology, picture books, etc)\n\nWHAT: An opportunity: \n1.\tFor children to receive small group therapy targeting language development, social communication and self-advocacy skills \n2.\tFor children to meet peers also using AAC systems\n3.\tFor children to participate in typical camp activities, such as horseback riding and swimming, alongside their siblings\n4.\tFor families to connect with each other and receive lots of support and assistance using an AAC system\n\nWHERE: University of Oregon Speech-Language-Hearing Center\n\nWHEN: July 29th – August 8th\nMondays, Tuesdays, Wednesdays, Thursdays\n1:00-3:30\n\nWHY: Because it’s fun! Also, family involvement ensures carryover of progress and therapy success!\n\nInterested?\nContact: Jeanine Geisler Brush at 541-346-0923 or jgeisler@uoregon.edu\n","userID":3203,"timestamp":"2019-05-13T18:59:36.673","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-07-29T00:00:00","eventEndDate":"2019-08-08T00:00:00","moderatorID":null,"justification":null,"show":true,"views":7,"location":"University of Oregon Speech-Language-Hearing Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Jeanine Geisler Brush, CCC-SLP","eventStartTime":"1:00 PM","eventEndTime":"3:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24388,"title":"Go Baby Go Oregon Workshop","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. \n\nAt this workshop, we will be adapting 20 cars for children during this event. 10 we will be starting from scratch and 10 will be revamped from our recyclery program. \n\nWorkshop Schedule:\nSchedule: \n9:00-9:45 Presentation \"Supporting Kids being Kids through use of Assistive Technology” \n9:45-1:00 Adapting Cars \n12:00-1:00 Lunch will be available \n12:00-2:00 Children and Families arrive \n1:00-2:00 Playgroup \n\nIf you are a provider or a student, there are 4 CEUs available in the morning for $35 (starting at 9 am). Sign up to attend and receive CEUs here https://events.r20.constantcontact.com/register/eventReg?oeidk=a07egc52diz3591452e&oseq=&c=&ch= \n\nSign up as a volunteer only (no CEUs) using this link https://signup.com/client/invitation2/secure/2822524/false#/invitation \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon","userID":3203,"timestamp":"2019-05-21T17:34:28.467","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-06-22T00:00:00","eventEndDate":"2019-06-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":8,"location":"9985 SW 125th Ave Beaverton, OR 97008","locationLat":"45.44863489999999","locationLong":"-122.80636449999997","isEvent":true,"personOrganization":"Bethany Sloane, DPT","eventStartTime":"9:00 AM","eventEndTime":"2:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24397,"title":"Every One Rides: Adaptive Cycle Event","body":"This event provides an opportunity for children with motor differences to try out various adaptive bicycle technology and other devices that assist children in physical activity. \n\nSee the attached flier for details and don't forget to bring a helmet!\n\nContact AJ Zelada (ajz@zelada.com) or Martine Sacks (mtines@earthlink.net) for more information. ","userID":3203,"timestamp":"2019-06-27T22:58:34.8","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-06-30T00:00:00","eventEndDate":"2019-06-30T00:00:00","moderatorID":null,"justification":null,"show":true,"views":21,"location":"Harper's Playground","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"A.J. Zelada","eventStartTime":"11:00 AM","eventEndTime":"04:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24400,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:53:46.797","posted":false,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24401,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:53:53.297","posted":false,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24402,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:54:03.36","posted":false,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24403,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:54:49.063","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":55,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6035,"postID":24406,"userID":3203,"timestamp":"2019-08-13T19:16:05.157"},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547"},{"starID":6041,"postID":24406,"userID":26230,"timestamp":"2019-08-30T18:11:37.817"}],"PostCollectionItems":[]},{"postID":24407,"title":"Harper's Playground Community PlayDay Gateway","body":"\"Join us for a community event celebrating inclusion and play! We will have a variety of local entertainment and fun for all. Food vendors will be on site.\n\nThis program is a Gateway Discovery Park partnership programmed event. For more information on Gateway Discovery Park, part of Portland Parks & Recreation, contact 503-823-4116 or visit gatewaydiscoverypdx.org\"","userID":3203,"timestamp":"2019-08-13T23:09:47.99","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-08-24T00:00:00","eventEndDate":"2019-08-24T00:00:00","moderatorID":null,"justification":null,"show":true,"views":5,"location":"Gateway Discovery Park","locationLat":"45.5330377","locationLong":"-122.55407070000001","isEvent":true,"personOrganization":"Go Baby Go-Oregon","eventStartTime":"10:00 AM","eventEndTime":"2:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24430,"title":"Adapted Book Workshop","body":"Come and join us for an evening of adapting books for children with visual and/or motor impairments to increase early access to literacy. Bring one of your own books to adapt or adapt one of the provided books (which will be given to children at the CDRC). ","userID":3203,"timestamp":"2019-10-04T17:14:52.967","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-10-21T00:00:00","eventEndDate":"2019-10-21T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"8065 SE Grand Ave, Ste 160","locationLat":"45.4648196","locationLong":"-122.66133489999998","isEvent":true,"personOrganization":"Lily Gullion ","eventStartTime":"6:00pm ","eventEndTime":"8pm","PostStars":[],"PostCollectionItems":[]},{"postID":24484,"title":"ASHA Telehealth Resources","body":"In an effort to help support speech-language pathologists who are needing to pivot to telehealth services during the COVID-19 pandemic, the American Speech-Language Hearing Association (ASHA) has created an online resource called \"Telepractice Resources During COVID-19\" that they are updating regularly.
You can access the page here https://www.asha.org/About/Telepractice-Resources-During-COVID-19/?utm_source=asha&utm_medium=enewsletter&utm_term=picks&utm_content=032420&utm_campaign=ashanow
While the site focuses on speech-language pathology and audiology services, it includes some general information regarding telepractice that may also be useful for educators and allied health professionals. Since this situation has resulted in a push for legislation to make telehealth more accessible to clinicians and families, they will be regularly updating the page to include the latest information on that front as well.
I hope you find this information helpful and take care!
","userID":3203,"timestamp":"2020-03-24T19:52:20.843","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2117,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":482,"collectionID":169,"postID":24484,"quote":"Great resource for SLPs looking to implement telehealth practices."}]},{"postID":24485,"title":"Free Webinar- Telemedicine-based Autism Spectrum Disorder (ASD) Assessment in Toddlers","body":"I wanted to share that there will be a free webinar hosted by Zachary Warren, Ph.D. Professor of Pediatrics; Executive Director, Vanderbilt Kennedy Center (VKC) / Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) offered tomorrow. See details below:
Description: Please join us for training on a tele-diagnostic triage tool for autism spectrum disorder (ASD). This tool is designed for clinicians working with young children in need of autism assessment while faced with geographic or social distancing barriers. Traditional in-person diagnostic evaluation services for young children with ASD through the Vanderbilt Kennedy Center / Treatment and Research Institute for ASD (TRIAD) have been suspended due to the COVID-19 response. We are presently converting all diagnostic evaluations of toddlers to telemedicine evaluations using a new tool (TELE-ASD-PEDS) explicitly built for this purpose and under evaluation in an ongoing trial (clinicaltrials.gov, NCT03847337). The TELE-ASD-PEDS was designed for experienced diagnosticians to use without the need for extensive training or standardized materials. We will review pilot data from established telemedicine programs and evaluation studies and offer training and free use of the TELE-ASD-PEDS to any provider similarly responding to the COVID-19 pandemic. We will also briefly review how our telemedicine models for identification flow into early intervention services for families where there are developmental concerns, including ASD.
Time: Mar 25, 2020 01:00 PM in Central Time / 2:00 PM in Eastern Time
Registration: https://zoom.us/webinar/register/WN_tOrOW0NlQZ2r8nV-7cOXWA
For more information about future trainings: Triad.vumc.org/covid19
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
Disability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
Disability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
\nDisability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
\nDisability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
The following videos were shared by the North American Center for Collaborative Development as part of Developmental Disabilities Awareness Month in order to expand the conversation around inclusion and disabilities.
\nDisability Sensitivity Training-DC Office of Disability Rights
TED Talk- I'm not your inspiration
When They Say No-We Say Fight Part 2
Feel free to add additional video links below, or share your experiences with community living for individuals with developmental disabilities.
","userID":3203,"timestamp":"2018-03-15T19:45:19.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":795,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":314,"collectionID":138,"postID":12893,"quote":"This post includes videos shared by the North American Center for Collaborative Development as part of Developmental Disabilities Awareness Month. "}]},{"postID":12894,"title":"“See Me as Your Neighbor” Community Living Resources","body":"As part of their campaign to promote awareness of developmental disabilities and highlight efforts for inclusion and advocacy by sharing stories of individuals with disabilities, the North American Center for Collaborative Development shared the following resources.
Real Communities Partnerships- Building Inclusive Communities
Emergency Evacuation Planning Guide
Guide to Home Accommodations for Persons with Disabilities
We Belong Arcadia
If you have another community living resource or a story please share below.
","userID":3203,"timestamp":"2018-03-15T19:47:29.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1221,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":315,"collectionID":138,"postID":12894,"quote":"This post shares some of the community living resources linked by the North American Center for Collaborative Development as part of Developmental Disability Awareness Month. \n"}]},{"postID":12895,"title":"Autism Speaks-Community Living","body":"Autism Speaks is an organization dedicating to increasing understanding, acceptance, research, and advocacy of individuals with autism spectrum disorders. Though their website is targeted at supporting individuals with autism spectrum disorders, several of their resources are relevant for individuals with a variety of developmental disabilities, including their guide on community living, which offers a wealth of information regarding transition planning. Covered topics include selecting school and community activities, travel training, safety considerations, and skill building. The guide also includes links to other resources regarding community life.
","userID":3203,"timestamp":"2018-03-15T19:50:23.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1237,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":317,"collectionID":138,"postID":12895,"quote":"This post includes a link to the Autism Speaks guide on Community Living for individuals with autism spectrum disorder. "}]},{"postID":13233,"title":"\"See Me as Your Friend\" Video","body":"The following video was shared by the North American Center for Collaborative Development in order to expand the conversation around inclusion and disabilities.
Hear Me! People with Developmental Disabilities Speak Out: In this video, published by the Nevada Developmental Disabilities Council, seven young adults with developmental disabilities share their experiences.
This article was shared by the North American Center for Collaborative Development as part of DD Awareness month. It is a story published on the Ramp Up: Disability, Discussion, Debate website and written by editor Stella Young. It is framed as a letter from Stella (written in 2013 at age 31 years) to herself at age 16 years. The article is full of wit, wisdom, and excellent advice.
\nhttp://www.abc.net.au/rampup/a...
We would love to hear your story. What do you wish you could tell your 16 year old self? Join the conversation here and on social media using #DDawareness18
","userID":3203,"timestamp":"2018-03-25T16:51:06.48","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1320,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":331,"collectionID":139,"postID":13237,"quote":"This post links to an article written by a woman with disabilities that is framed as a letter to her 16- year old self. "}]},{"postID":15400,"title":"OHSU and the Institute on Development and Disability’s 5th Annual Transition Fair","body":"OHSU and the Institute on Development and Disability’s 5th Annual Transition Fair: Passport to a Healthy Future\n \nWhen: Saturday, May 12, 2018\nWhere: Mt. Hood Community College\n 26000 SE Stark Street\n Gresham, OR 97030\n \nWho is this event for?\n\nA FREE resource fair and workshop for youth who experience disability, their families, and providers who work with youth and young adults who experience disability. 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Spanish speakers welcome. \n\nFor more information or to RSVP contact Shelley Watson, MA CCC-SLP: swatson9@uoregon.edu 541-346-0923","userID":3203,"timestamp":"2019-02-12T22:35:25.13","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-02-21T00:00:00","eventEndDate":"2019-02-21T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"University of Oregon HEDCO Clinic","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"University of Oregon HEDCO Clinic","eventStartTime":"5:00pm","eventEndTime":"7:00 pm ","PostStars":[],"PostCollectionItems":[]},{"postID":24362,"title":"AAC Caregiver Support Group","body":"Join a community of caregivers and learn more about Augmentative and Alternative Communication. Spanish speakers welcome.\n\nFor more information and/or to RSVP contact Shelley Watson, MA, CCC-SLP: swatson9@uoregon.edu 541-346-0923","userID":3203,"timestamp":"2019-02-12T23:44:25.473","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-03-14T00:00:00","eventEndDate":"2019-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"University of Oregon HEDCO Clinic","locationLat":"44.0412509","locationLong":"-123.07910630000003","isEvent":true,"personOrganization":"Shelley Watson, MA, CCC-SLP","eventStartTime":"5:00 PM","eventEndTime":"7:00 PM ","PostStars":[],"PostCollectionItems":[]},{"postID":24365,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon \n\n\n\n","userID":3203,"timestamp":"2019-03-05T21:49:06.2","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-03-19T00:00:00","eventEndDate":"2019-03-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane, Child Development and Rehabilitation Center","eventStartTime":"6:00 pm","eventEndTime":"8:00 pm","PostStars":[],"PostCollectionItems":[]},{"postID":24366,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:50:47.56","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-04-16T00:00:00","eventEndDate":"2019-04-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24367,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:52:16.53","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-05-21T00:00:00","eventEndDate":"2019-05-21T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 pM","eventEndTime":"8:00 pm","PostStars":[],"PostCollectionItems":[]},{"postID":24368,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:53:56.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-06-18T00:00:00","eventEndDate":"2019-06-18T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane-Child Development and Rehabilitation Center","eventStartTime":"6:00PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24370,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:56:56.56","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-08-20T00:00:00","eventEndDate":"2019-08-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24371,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T21:58:39.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-09-17T00:00:00","eventEndDate":"2019-09-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24372,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T22:00:13.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-10-15T00:00:00","eventEndDate":"2019-10-15T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":"45.49620900000001","locationLong":"-122.68568720000002","isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24373,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. 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Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T22:01:38.013","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-11-19T00:00:00","eventEndDate":"2019-11-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Child Development and Rehabilitation Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24374,"title":"GoBabyGo Car Build and Adapted Book/Toy Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com \n\nYou can also visit www.facebook.com/gobabygoOregon\n","userID":3203,"timestamp":"2019-03-05T22:02:40.247","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-12-17T00:00:00","eventEndDate":"2019-12-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":" Child Development and Rehabilitation Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bethany Sloane- Child Development and Rehabilitation Center","eventStartTime":"6:00 PM","eventEndTime":"8:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24385,"title":"Ducks in AACtion: Family Education & Experience AAC Summer Day Camp","body":"WHO: Children, families, and caregivers who use or support AAC systems (speech generating devices, mobile technology, picture books, etc)\n\nWHAT: An opportunity: \n1.\tFor children to receive small group therapy targeting language development, social communication and self-advocacy skills \n2.\tFor children to meet peers also using AAC systems\n3.\tFor children to participate in typical camp activities, such as horseback riding and swimming, alongside their siblings\n4.\tFor families to connect with each other and receive lots of support and assistance using an AAC system\n\nWHERE: University of Oregon Speech-Language-Hearing Center\n\nWHEN: July 29th – August 8th\nMondays, Tuesdays, Wednesdays, Thursdays\n1:00-3:30\n\nWHY: Because it’s fun! Also, family involvement ensures carryover of progress and therapy success!\n\nInterested?\nContact: Jeanine Geisler Brush at 541-346-0923 or jgeisler@uoregon.edu\n","userID":3203,"timestamp":"2019-05-13T18:59:36.673","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-07-29T00:00:00","eventEndDate":"2019-08-08T00:00:00","moderatorID":null,"justification":null,"show":true,"views":7,"location":"University of Oregon Speech-Language-Hearing Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Jeanine Geisler Brush, CCC-SLP","eventStartTime":"1:00 PM","eventEndTime":"3:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24388,"title":"Go Baby Go Oregon Workshop","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. \n\nAt this workshop, we will be adapting 20 cars for children during this event. 10 we will be starting from scratch and 10 will be revamped from our recyclery program. \n\nWorkshop Schedule:\nSchedule: \n9:00-9:45 Presentation \"Supporting Kids being Kids through use of Assistive Technology” \n9:45-1:00 Adapting Cars \n12:00-1:00 Lunch will be available \n12:00-2:00 Children and Families arrive \n1:00-2:00 Playgroup \n\nIf you are a provider or a student, there are 4 CEUs available in the morning for $35 (starting at 9 am). Sign up to attend and receive CEUs here https://events.r20.constantcontact.com/register/eventReg?oeidk=a07egc52diz3591452e&oseq=&c=&ch= \n\nSign up as a volunteer only (no CEUs) using this link https://signup.com/client/invitation2/secure/2822524/false#/invitation \n\nFor more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon","userID":3203,"timestamp":"2019-05-21T17:34:28.467","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-06-22T00:00:00","eventEndDate":"2019-06-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":8,"location":"9985 SW 125th Ave Beaverton, OR 97008","locationLat":"45.44863489999999","locationLong":"-122.80636449999997","isEvent":true,"personOrganization":"Bethany Sloane, DPT","eventStartTime":"9:00 AM","eventEndTime":"2:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24397,"title":"Every One Rides: Adaptive Cycle Event","body":"This event provides an opportunity for children with motor differences to try out various adaptive bicycle technology and other devices that assist children in physical activity. \n\nSee the attached flier for details and don't forget to bring a helmet!\n\nContact AJ Zelada (ajz@zelada.com) or Martine Sacks (mtines@earthlink.net) for more information. ","userID":3203,"timestamp":"2019-06-27T22:58:34.8","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-06-30T00:00:00","eventEndDate":"2019-06-30T00:00:00","moderatorID":null,"justification":null,"show":true,"views":21,"location":"Harper's Playground","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"A.J. Zelada","eventStartTime":"11:00 AM","eventEndTime":"04:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24400,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:53:46.797","posted":false,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24401,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:53:53.297","posted":false,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24402,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:54:03.36","posted":false,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24403,"title":"GoBabyGo Car Build and Adapted Book Event","body":"Go Baby Go (GBG) is a community based outreach program that works with families, clinicians and industry to provide pediatric equipment to children with disabilities. The primary mission of GBG is to provide modified ride-on cars to these children to use as a powered mobility device for fun, function, and exploration. Build events now also include opportunities to adapt toys and books to be more accessible for children with complex motor and communication needs. Community builds and book/toy adaptations occur the third Tuesdays of the month. For more information, or to be added to the GBG list serv please email gobabygo.oregon@gmail.com You can also visit www.facebook.com/gobabygoOregon\n\nThis build will take place in the Maker's Studio at the Portland Children's Museum. ","userID":3203,"timestamp":"2019-07-10T16:54:49.063","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-07-16T00:00:00","eventEndDate":"2019-07-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":55,"location":"Portland Children's Museum","locationLat":"45.5086349","locationLong":"-122.71775500000001","isEvent":true,"personOrganization":"Bethany Sloane","eventStartTime":"05:30 PM","eventEndTime":"7:30 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6035,"postID":24406,"userID":3203,"timestamp":"2019-08-13T19:16:05.157"},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547"},{"starID":6041,"postID":24406,"userID":26230,"timestamp":"2019-08-30T18:11:37.817"}],"PostCollectionItems":[]},{"postID":24407,"title":"Harper's Playground Community PlayDay Gateway","body":"\"Join us for a community event celebrating inclusion and play! We will have a variety of local entertainment and fun for all. Food vendors will be on site.\n\nThis program is a Gateway Discovery Park partnership programmed event. For more information on Gateway Discovery Park, part of Portland Parks & Recreation, contact 503-823-4116 or visit gatewaydiscoverypdx.org\"","userID":3203,"timestamp":"2019-08-13T23:09:47.99","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-08-24T00:00:00","eventEndDate":"2019-08-24T00:00:00","moderatorID":null,"justification":null,"show":true,"views":5,"location":"Gateway Discovery Park","locationLat":"45.5330377","locationLong":"-122.55407070000001","isEvent":true,"personOrganization":"Go Baby Go-Oregon","eventStartTime":"10:00 AM","eventEndTime":"2:00 PM","PostStars":[],"PostCollectionItems":[]},{"postID":24430,"title":"Adapted Book Workshop","body":"Come and join us for an evening of adapting books for children with visual and/or motor impairments to increase early access to literacy. Bring one of your own books to adapt or adapt one of the provided books (which will be given to children at the CDRC). ","userID":3203,"timestamp":"2019-10-04T17:14:52.967","posted":true,"featured":false,"originalPostID":null,"eventDate":"2019-10-21T00:00:00","eventEndDate":"2019-10-21T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"8065 SE Grand Ave, Ste 160","locationLat":"45.4648196","locationLong":"-122.66133489999998","isEvent":true,"personOrganization":"Lily Gullion ","eventStartTime":"6:00pm ","eventEndTime":"8pm","PostStars":[],"PostCollectionItems":[]},{"postID":24484,"title":"ASHA Telehealth Resources","body":"In an effort to help support speech-language pathologists who are needing to pivot to telehealth services during the COVID-19 pandemic, the American Speech-Language Hearing Association (ASHA) has created an online resource called \"Telepractice Resources During COVID-19\" that they are updating regularly.
You can access the page here https://www.asha.org/About/Telepractice-Resources-During-COVID-19/?utm_source=asha&utm_medium=enewsletter&utm_term=picks&utm_content=032420&utm_campaign=ashanow
While the site focuses on speech-language pathology and audiology services, it includes some general information regarding telepractice that may also be useful for educators and allied health professionals. Since this situation has resulted in a push for legislation to make telehealth more accessible to clinicians and families, they will be regularly updating the page to include the latest information on that front as well.
I hope you find this information helpful and take care!
","userID":3203,"timestamp":"2020-03-24T19:52:20.843","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2117,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":482,"collectionID":169,"postID":24484,"quote":"Great resource for SLPs looking to implement telehealth practices."}]},{"postID":24485,"title":"Free Webinar- Telemedicine-based Autism Spectrum Disorder (ASD) Assessment in Toddlers","body":"I wanted to share that there will be a free webinar hosted by Zachary Warren, Ph.D. Professor of Pediatrics; Executive Director, Vanderbilt Kennedy Center (VKC) / Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) offered tomorrow. See details below:
Description: Please join us for training on a tele-diagnostic triage tool for autism spectrum disorder (ASD). This tool is designed for clinicians working with young children in need of autism assessment while faced with geographic or social distancing barriers. Traditional in-person diagnostic evaluation services for young children with ASD through the Vanderbilt Kennedy Center / Treatment and Research Institute for ASD (TRIAD) have been suspended due to the COVID-19 response. We are presently converting all diagnostic evaluations of toddlers to telemedicine evaluations using a new tool (TELE-ASD-PEDS) explicitly built for this purpose and under evaluation in an ongoing trial (clinicaltrials.gov, NCT03847337). The TELE-ASD-PEDS was designed for experienced diagnosticians to use without the need for extensive training or standardized materials. We will review pilot data from established telemedicine programs and evaluation studies and offer training and free use of the TELE-ASD-PEDS to any provider similarly responding to the COVID-19 pandemic. We will also briefly review how our telemedicine models for identification flow into early intervention services for families where there are developmental concerns, including ASD.
Time: Mar 25, 2020 01:00 PM in Central Time / 2:00 PM in Eastern Time
Registration: https://zoom.us/webinar/register/WN_tOrOW0NlQZ2r8nV-7cOXWA
For more information about future trainings: Triad.vumc.org/covid19
HomeTalk, a Family Assessment of Children who\r\nare Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and\r\nprofessionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey\r\nMar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf.\r\nIts purpose is to help families participate in the planning of their child’s\r\neducational program. Family members and other care providers have the best\r\nopportunities to make observations of a child at home and in the community. They\r\nknow their child’s skills better than anyone, and they need a way to describe\r\nthose skills in a language that professionals will respect. HomeTalk can\r\nprovide a broad picture of a child’s skills, special interests, and\r\npersonality. HomeTalk was developed by a group of parents and professionals who\r\nknow the importance of collaboration. HomeTalk may be used to:
• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
https://www.designtolearn.com/uploaded/pdf/HomeTal...
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Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
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\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
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For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
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She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. 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They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
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Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
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Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
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https://www.aacconference.com/schedule.html
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She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":1039,"postID":2576,"userID":2018,"timestamp":"2014-08-07T10:24:25.567","Post":{"postID":2576,"title":"Makes Comments","body":"This young lady seems to be commenting about the similarity between her hairdo and her teacher's, as she points back and forth between her hair and her teacher's hair.","userID":9043,"timestamp":"2014-08-05T17:52:25.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":84,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083","Post":{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78","Post":{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937","Post":{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4230,"postID":5559,"userID":2018,"timestamp":"2015-06-14T09:19:53.29","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4232,"postID":5438,"userID":2018,"timestamp":"2015-06-19T22:15:22.99","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":4278,"postID":5426,"userID":2018,"timestamp":"2015-10-05T08:55:42.43","Post":{"postID":5426,"title":"Communication Matrix is now on Twitter!","body":"We have joined the present and are now on twitter! Join us @comm_matrix for musings and links on communication, AAC, matrix tips, speech and more!\r\n\r\nhttps://twitter.com/Comm_Matrix","userID":2023,"timestamp":"2015-04-01T11:24:27.9","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Follow Us Now!","show":true,"views":115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4294,"postID":6747,"userID":2018,"timestamp":"2015-10-09T13:45:57.13","Post":{"postID":6747,"title":"Language and Speech in Education","body":"Hi! I am a student at a university in the College of Education. I am in a 'Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments' class. Learning about language acquisition and development of language in students, as well as adaptive devices, is such an interesting, captivating topic.
My question would be about what brought you (if you work in the field of language and speech in education) to where you are? What is your work and how have you enjoyed your work?
I am curious because my degree in special education will be a broad K-12+ Cognitive Impairment degree. But, there is always room for more specializing for a masters degree. I would love to hear about your experiences and what you do!
","userID":6487,"timestamp":"2015-10-05T09:58:44.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":62,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4351,"postID":6822,"userID":2018,"timestamp":"2015-11-05T13:16:19.49","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5570,"postID":6856,"userID":2018,"timestamp":"2016-06-08T21:32:18.297","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":5575,"postID":8264,"userID":2018,"timestamp":"2016-06-10T19:34:32.727","Post":{"postID":8264,"title":"Sharing the Matrix with a parent","body":"As a Special Education teacher, I would like to share my experience as I was able to present data from the Communication Matrix to an IEP committee during a student’s annual meeting. I briefly explained the Matrix to the Mother/committee and provided the parent with information including how to access the website. When I presented the printed matrices to the parent, I first gave her the one I had created at the beginning of the year and briefly explained what it represented. She had a chance to look it over and then I explained how much the student had grown/improved communication and gave her the one I created at the end of the year. A great, big smile came over her face, along with an expression of pride. I could see that she was overwhelmed by the amount of growth that had happened. She said that she really liked the charts because of the colors/visual effect that showed her the improvement made. It was easy for her to understand by just a glance at the matrices and she was totally impressed! Never before have I seen a parent react so positively in an IEP meeting. It is wonderful to have the ability to generate these matrices that visually represent a student's growth in communication. I will definitely continue to use the Communication Matrix and share it with parents. I’m appreciative that I have a tool I can use to help set IEP goals and to share information with parents in a format that is easily understandable.
","userID":4371,"timestamp":"2016-06-09T17:18:09.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":5588,"postID":6904,"userID":2018,"timestamp":"2016-06-30T04:28:23.477","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97","Post":{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687","Post":{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203","Post":{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]}},{"starID":5606,"postID":8323,"userID":2018,"timestamp":"2016-08-04T17:38:01.733","Post":{"postID":8323,"title":"Communication is key. ","body":"We can speak about related services needed for our family members who are deafblind, we can speak about the list people that can provide said services all day long for years to come and still not be discussing the most foundational need thise who are deafblind. That is... communication. If there is no way to get information in, life becomes pointless and is full of unnecessary failures.
Start here. Do this assessment. It is a wonderful tool to have in your tool box that you will need on and off again throughout their lives. Having a means to communicate and to have it understood is one of the most basic of needs and one of the most devastating feeling when you can't be understood.
#communicationmatrix #nfadb #nfadbaustintakeover
","userID":13351,"timestamp":"2016-07-17T18:40:58.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827","Post":{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]}},{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen"}]}},{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5845,"postID":9822,"userID":2018,"timestamp":"2017-06-18T18:03:20.63","Post":{"postID":9822,"title":"Sabotage ","body":"Sabotage can be an effective method to elicit communication with struggling communicators. Examples of this practice can be done in any aspect of a child’s day. These methods are meant to prompt a student to communicate a want, need or protest. Ideally, students initiate communication upon reacting to the sabotage. If the target student does not respond to the environmental stimuli, a teacher can use an open ended question or statement to indirectly reference the sabotage. If this prompt fails to prompt the student to communicate, more direct questioning can be used to draw the student’s attention to the sabotage and then request communication from the student. Below are examples from different activities during the school day where sabotage can be used to initiate student communication.
\n-During a reading activity where all children are reading the same text, give the targeted student a book with pages missing. The teacher could spend more time talking about those pages to prompt a student to notify someone about their missing pages. If communication isn’t independently initiated by the student, the teacher could use open ended questions to prompt the student to communicate their problem with their book.
\n-During a physical education game, give the target student a ball that is heavily deflated compared to other balls used by students. If the student does not independently request a new ball, the teacher can prompt using a general statement or question such as “Your ball isn’t bouncing very high, why is that?”
\n-During a snack activity, give the target student a juice box with the straw missing. The student may explore ways to drink without the straw or initiate communication with an adult to get help. An open ended statement or question example could be “That’s a strange way to drink your juice…”
","userID":15652,"timestamp":"2017-05-31T19:27:19.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":544,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":238,"collectionID":118,"postID":9822,"quote":""}]}},{"starID":5846,"postID":9819,"userID":2018,"timestamp":"2017-06-18T18:03:45.503","Post":{"postID":9819,"title":"In view or out of reach","body":"Creating an environment where communicators can see items that they want or need but cannot access is a way to encourage initiation of communication. The students will then request when they want something that they cannot reach. In order to set up the environment in this way, place preferred items on higher shelves where students cannot reach, or withhold items during activities. This forces the students to ask for help or for the item when they themselves cannot get it.
","userID":14971,"timestamp":"2017-05-31T15:15:41.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":480,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":239,"collectionID":118,"postID":9819,"quote":""}]}},{"starID":5847,"postID":9833,"userID":2018,"timestamp":"2017-06-18T18:04:00.253","Post":{"postID":9833,"title":"Environmental Arrangement for Communication","body":"Environmental Arrangement for Communication:
\nTeaching students to communicate is all about arranging an environment where the student will WANT or NEED to communicate in order to get his or her agenda/intent met. We create situations where the student needs to use the target skill/communicate. As speech-language pathologists, we know that communication is not an activity we practice. It occurs all day long in a variety of natural contexts and settings.
\nCommunication begins with intent. Getting from intent to action is what is difficult for our students and students with multiple disabilities.
\nWe must begin with the understanding that expressive communication is a function of the child’s intent or what the child wants/needs.
\nWhy is arranging the environment so important? The physical and social structure can facilitate learning and social interactions.
","userID":15266,"timestamp":"2017-06-01T12:02:28.277","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1649,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":244,"collectionID":118,"postID":9833,"quote":""}]}},{"starID":5848,"postID":9936,"userID":2018,"timestamp":"2017-06-18T18:04:42.27","Post":{"postID":9936,"title":"Examples of Student Dedicated AAC Devices for Vocational Tasks","body":"Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Ryan uses his AC device to work in the community. He goes to his home district to shred paper. Ryan communicates 3 different messages. #1- He greets the people in the office. #2- Asks if there is paper for shredding and #3- Thanks them. Those are the three messages in his AC device. When done asking different people for paper to shred in the office he proceeds to do his shredding job. He has enjoyed being out in the community and socializing.
","userID":3231,"timestamp":"2017-06-06T20:28:56.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":823,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":253,"collectionID":119,"postID":9961,"quote":""}]}},{"starID":5851,"postID":9815,"userID":2018,"timestamp":"2017-06-18T18:06:22.223","Post":{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
When we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
","userID":15974,"timestamp":"2017-05-31T13:30:51.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1311,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":235,"collectionID":117,"postID":9816,"quote":""},{"collectionItemID":263,"collectionID":121,"postID":9816,"quote":""}]}},{"starID":5853,"postID":9817,"userID":2018,"timestamp":"2017-06-18T18:08:10.52","Post":{"postID":9817,"title":"Encouraging parents to model communication on the student's device","body":"If your son/daughter has an alternative and augmentative communication or AAC device it is important to know what to do with it and how to incorporate it in your everyday life. First, it is important for you to get familiar with the AAC device or system. Try to create sentences with it and hold conversations with your partner or a friend using your child’s AAC device. Once you are more familiar with the system, it is important for you to consistently speak to your child through their mode of communication. For them to be motivated to use their device they need to be exposed to other people modeling and using their device. As you are talking to your child push the buttons along with whatever you’re saying. It is important to encourage your child to attempt to use the AAC device even if their responses are not meaningful. Do not take away the device if they are exploring their language. Instead, expand off of their words to create conversations and model back to them with their device. In conclusion, it is important to get to know your son/daughters mode of communication, model the communication consistently, and expand off of the meaningful and non meaningful responses. It is all communication. It is ok to make mistakes in this process. This is all a learning process.
","userID":14982,"timestamp":"2017-05-31T13:54:15.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":879,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":236,"collectionID":117,"postID":9817,"quote":""}]}},{"starID":5854,"postID":9826,"userID":2018,"timestamp":"2017-06-18T18:08:33.003","Post":{"postID":9826,"title":"Peer to Peer Interaction with AAC","body":"As a teacher for students with multiple disabilities, encouraging peer to peer interactions can be a major challenge. I have found that many of my students prefer to communicate with staff rather than with their own peers. Students need to be presented highly structured opportunities in order to engage in purposeful interactions with each other.
During our morning meetings, I have students practice writing letters to one another using their language on their AAC device (Touch Chat for the majority of my students). They choose their communication partner on their device and write a message or a comment related to a picture. They will then engage in a communication exchange with one another where they read their message to their partner.
It is also equally important for our students to interact with their typically developed peers. Throughout the school year, I have had a local high school student come to my classroom 3 times a week as part of their teacher prep program. This high school student needed to be trained in how to communicate with our students. Your typical high school student has most likely never even heard of Touch Chat or other similar AAC programs. I had to train her in how to communicate using each students AAC device. Many typical peers may be too timid to interact with their peers with disabilities only because they do not know how to effectively communicate with them. The more they can be accustomed to the different types of communication devices that our students use, the better communicative exchanges can occur between our students with disabilities and their typical peers.
When using AAC in the community, I notice that communication partners look to me (or other person with the individual using AAC) instead of the person using the device. I try to use non-verbal and verbal cues to indicate that the student has an AAC device and would like to communicate a message but often times they still look towards me. Is this an issue others have as well and do you have any strategies for helping community members to honor AAC?
","userID":15357,"timestamp":"2017-05-31T19:41:14.687","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":543,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":241,"collectionID":117,"postID":9825,"quote":""}]}},{"starID":5856,"postID":9827,"userID":2018,"timestamp":"2017-06-18T18:09:30.927","Post":{"postID":9827,"title":"Educating our community partners on students use of AC devices out in the community","body":"Our utilization of Alternative communication devices within the community involve a 1 button switch that states either one of the following “I would like to order ____________” or “thank you” while at the cashier counter. When the cashier has questions relating to the use of our students use of AC device for communication, this presents an opportunity to educate those in the community on AC devices. We will usually share with the cashier that our students have already made the selections prior to arriving to the counter, we as staff will then program the AC device so our students can voice their desired menu item. As we frequent these establishments regularly, the staff people will become more accustomed to our students using technology for communication and open more opportunities for dialogue on AC devices. One idea that we have yet to implement would be to type out a basic informational sheet to share at restaurants on how our students use their AC device at home or in the school environment.
","userID":14967,"timestamp":"2017-05-31T20:30:57.123","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":780,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":245,"collectionID":117,"postID":9827,"quote":""}]}},{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313","Post":{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]}},{"starID":5941,"postID":15853,"userID":2018,"timestamp":"2018-05-18T17:59:05.413","Post":{"postID":15853,"title":"Research Supports The Use Of Visuals In The Classroom","body":"Visual supports are an important tool for communication. In a 2006 article titled Learning Through Seeing and Doing; Visual Supports for Children with Autism, by Shaila Rao and Brenda Gagie, they outlined the benefits of using visual supports including:
· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
","userID":42626,"timestamp":"2018-05-15T14:44:51.477","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1376,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":349,"collectionID":142,"postID":15853,"quote":"This article outlines why visual supports are beneficial to those with Autism. "}]}},{"starID":5942,"postID":15825,"userID":2018,"timestamp":"2018-05-18T17:59:13.363","Post":{"postID":15825,"title":"Movement - Attracting Visual Attention with CVI","body":"Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Below are examples of the visual supports used in the classrooms. The first picture is an example of a child's individual schedule for the day. Most the the children take each of their small pictures and match it to a bigger picture in a certain area. This is seen in the third and sixth picture of circle, bathroom, and wash hands. The second, fourth, and fifth photos are examples of communication boards used in the classroom (in Spanish and English) to help faciliate expression language and aide in language comprehension as well. The seventh photo depicts a visual schedule of an arrival routine. Finally the last is a daily schedule for the whole class. The teacher reviews it in the beginning, middle, and end of the day. She flips over the strip in front of the class as they talk about what is \"all done\".
","userID":42626,"timestamp":"2018-05-15T15:12:07.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":350,"collectionID":142,"postID":15854,"quote":"Visual Support Examples in the Classroom"}]}},{"starID":5944,"postID":15993,"userID":2018,"timestamp":"2018-05-18T18:44:53.897","Post":{"postID":15993,"title":"Core Vocabulary and Using the Communication Matrix to Write IEP goals","body":"This year the team has focused on using core vocabulary with our students with complex communication needs. We have had a weekly CORE communication group, in addition to posting the word of the week on the door so that everyone knows what we are working on. I was involved in a Professional Learning Community this year that focused on A Tiered Approach to Core Vocabulary Intervention. I was able to learn so many more strategies and ideas to use for the upcoming year. Also, I had been using the Communication Matrix with a few of my students. It was time to write IEP goals for one of my students and I wanted to figure out how to incorporate the areas of the Communication Matrix while using core vocabulary. Since the communication matrix was able to pinpoint areas my student needed to work on, I was able to come up with a few objectives, working towards the goal. The goal that I wrote was the following: By April 2019, D will use 1-2 words (i.e. want it, more eat, help me, you go, stop walk) to express a variety of communicative intents, given access to AAC System/Core Vocabulary, during structured activities in ¾ opportunities, given a visual/gesture prompt. The communicative intents that are going to be targeted in the objectives are commenting, rejection/refusal, and making choices (which were the areas that the Communication Matrix showed were either \"not used\" or \"emerging\"). I was happy that I was able to integrate both core vocabulary and the areas of the Communication Matrix in my IEP goal.
","userID":18707,"timestamp":"2018-05-17T14:15:10.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5951,"postID":16245,"userID":2018,"timestamp":"2018-05-22T21:02:34.56","Post":{"postID":16245,"title":"Active Learning & Navigating with CVI ","body":"Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
","userID":46861,"timestamp":"2018-05-27T02:25:53.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":361,"collectionID":140,"postID":16508,"quote":"Post by Deirdre McLaughlin CF-SLP\nAn interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!"},{"collectionItemID":362,"collectionID":144,"postID":16508,"quote":""}]}},{"starID":5958,"postID":16088,"userID":2018,"timestamp":"2018-05-31T20:01:35.453","Post":{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:43:55.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":371,"collectionID":143,"postID":15711,"quote":"Colleen has given her insight from the high school level on how to build an integrated approach. "}]}},{"starID":5960,"postID":15710,"userID":2018,"timestamp":"2018-05-31T20:02:27.97","Post":{"postID":15710,"title":"Using Aug Com Across Contexts; Making It Fun Makes It Meaningful","body":"This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:17:50.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":775,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":372,"collectionID":143,"postID":15710,"quote":"This post relates to how to push into the classroom and how to model using AAC. "}]}},{"starID":5961,"postID":15649,"userID":2018,"timestamp":"2018-05-31T20:02:35.173","Post":{"postID":15649,"title":"Consistency is key!","body":"Being a teacher where all 6 of my students use communication devices can be overwhelming at times. In the beginning of the year all my students did not use their communication devices independently and needed alot of hand over hand assistance to participate in class. So as the assignments were being completed it would take awhile to get through the lessons because the paras and myself made sure that every student's voice was being heard. Now at this time of the year, the students are using their communication devices more and independently. They are able to navigate through the pages on their devices and participate in class. It's nice to see all my students sharing their answers in the classroom. It shows they are attending to lessons and learning is happening. Great job!!
","userID":40678,"timestamp":"2018-05-08T17:52:28.583","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":49,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5962,"postID":16721,"userID":2018,"timestamp":"2018-06-04T23:18:24.767","Post":{"postID":16721,"title":"Supportive Sabotage","body":"Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]}},{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623","Post":{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n
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The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
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\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]}},{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627","Post":{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"
\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]}},{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127","Post":{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]}},{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313","Post":{"postID":17567,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
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\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
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\n-PBIS/Second\nStep programming
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\nRESULTS:
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\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
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\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
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\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
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\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]}},{"starID":6103,"postID":24444,"userID":2018,"timestamp":"2020-08-05T19:36:16.383","Post":{"postID":24444,"title":"Incorporating The Senses Into Communication and Play Development","body":"Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
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learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}],"Posts1":[{"postID":3963,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4276,"title":"Object Representation Systems","body":"It is often very time consuming creating object representation systems. Whether using objects for visual, cognitive or language purposes, it is important to take into consideration during your assessment & implementation of an object system - what type of object is meaningful to your child/student. Please don't assume that a whole object or miniature is the way to go with everyone on the planet ;)\r\n For some people, it is a whole item that represents the same item, an action with that item, an emotion or other description, or even that object can represent a category of items. For some it may be a part to a whole (such as the handle from the toilet rather than a miniature toilet). For some it is a texture (such as sandpaper to represent the roughness of the bricks on your house or represents the category of buildings).\r\nIn any case, it can take a extensive amount of time to build up an object system. One source to take a look at are the Tangible Object Card Sets from Adaptivation Inc. \r\nhttp://www.adaptivation.com/product_detail.php?ID=194\r\nLori Dahlquist, a Speech Language Pathologist on the Adaptivation team, has written an article on \"Communication and the Use of Tangible Symbols\" that may be helpful in schools.\r\nhttp://www.adaptivation.com/uploads/documents/Communication%20and%20the%20use%20of%20tangible%20symbols_dahlquist.pdf ","userID":2018,"timestamp":"2015-02-07T11:15:22.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2043,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2149,"postID":4276,"userID":2023,"timestamp":"2015-02-09T11:35:59.103"}],"PostCollectionItems":[{"collectionItemID":307,"collectionID":137,"postID":4276,"quote":"Object Systems aren't always a whole item"}]},{"postID":4277,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4278,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4279,"title":"Music and AAC","body":"The Grammy Awards remind us of the importance of communication in all areas of life. These 2 videos of a young boy first telling his mom and then his grandma about the family band, and the videos will just delight you. He uses a communication system called PODD (Pragmatic Organization of Dynamic Displays) a language representation system that has both paper and electronic based options. In these videos you will see and hear this young boy \"tell\" about all the members of the family and which instruments they are to play. \r\nCallaghan 2 years 11 months navigates through multiple categories and branches of his 16 cell location PODD book to talk about his latest interest 'music'. If you've never experienced a PODD paper system, it's called a \"smart partner system\". Wherever the child points, the person with them provides the voice output; if they land on a cell that has a LINK, the adult changes the pages for them. His mother may be speaking out loud the symbols that he is pointing to, but it is certainly the story that he has to tell -his way!","userID":2018,"timestamp":"2015-02-08T21:58:34.547","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2148,"postID":4279,"userID":2023,"timestamp":"2015-02-09T11:24:04.117"}],"PostCollectionItems":[]},{"postID":4280,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4281,"title":"Demystifying AAC","body":"Ajit, one of the developers of the Avaz AAC app conducts a 55 minute webinar on the basics of AAC without it being about any particular AAC tool. He does a very nice presentation at describing the social need for communication, the differences between speech and language, and lays out what he calls \"the anatomy of a conversation\", which often makes communication so difficult for children on the autism spectrum.\r\n\r\nIf you have time to continue beyond the first 15 minutes in the webinar, you will learn about what therapists mean when they are talking about what children gain from having \"core vocabulary\" and having \"pragmatic vocabulary\" and \"content words/nouns\".\r\n\r\nContinuing on, he covers implementation strategies in AAC such as Aided Language Stimulation, Color Coding, Learn-ability of Symbols, Growing a System with your Child, and Motor Planning for Fluency. He pretty much hits all the topics of the today!\r\n\r\nAgain, what is nice about this webinar is that he is not \"selling\" his system, it is a solid one hour AAC introduction without \"bells and whistles\".","userID":2018,"timestamp":"2015-02-09T13:20:35.457","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":68,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4282,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4283,"title":"Communication, Literacy & Angelman Syndrome","body":"Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. ","userID":2018,"timestamp":"2015-02-09T13:26:18.903","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2227,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2152,"postID":4283,"userID":2023,"timestamp":"2015-02-10T10:02:40.37"},{"starID":2159,"postID":4283,"userID":3233,"timestamp":"2015-02-11T13:50:20.553"},{"starID":6164,"postID":4283,"userID":284154,"timestamp":"2024-02-06T18:21:42.877"}],"PostCollectionItems":[{"collectionItemID":274,"collectionID":123,"postID":4283,"quote":"I'd like to add this post from Kelly Fonner as it features resources from two experts in emergent writing, Caroline Musselwhite and Gretchen Hanser. Additionally, emergent writing is an emergent literacy skill and all of these skills should be worked on at the same time!"}]},{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2150,"postID":4284,"userID":2023,"timestamp":"2015-02-10T08:42:38.4"},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07"}],"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]},{"postID":4285,"title":"Free Communication & AAC training at AbleNet University","body":"At AbleNet University, there is an opportunity to register for upcoming free webinars in aspects of communication at all 7 levels that are addressed in the Communication Matrix. The website is at\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nFor those who are interested in training for communicators at Communication Matrix Levels 1, 2, & 3 - you may be interested in the assessment, implementation & data collection strategies from CEP: Communication Enhancement Process that are represented across 3 webinars in the AbleNet University recorded: Communication section - AAC into the Classroom for Students with Significant Disabilities.\r\n\r\nFor those with individuals starting to use or inconsistently using AAC systems and are mostly at Communication Matrix Levels 4, 5, 6, & 7 - check out the 2 webinars that make up the ECT: Environmental Communication Training series. These are also in the AbleNet University recorded: Communication section.","userID":2018,"timestamp":"2015-02-09T13:43:52.807","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":127,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2157,"postID":4285,"userID":3154,"timestamp":"2015-02-10T14:13:47.05"}],"PostCollectionItems":[]},{"postID":4286,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4287,"title":"The Everybody Communicates Challenge","body":"In February 2015 AAC Consultant, Author & Developer, Pati King-Baun will initiating the \"Everyone Communicates Challenge\". Available to educators, SLPs, family members of children and teens with complex communication needs, Pati will be providing access to a communication system & 20 days of school based activities that support language learning. Sign-up will take place on\r\nhttp://creativecommunicating.com/creative-communicating/index.php/everyone-communicates/","userID":2018,"timestamp":"2015-02-09T13:47:14.13","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2151,"postID":4287,"userID":2023,"timestamp":"2015-02-10T10:02:20.933"},{"starID":2164,"postID":4287,"userID":3256,"timestamp":"2015-02-17T21:35:57.337"}],"PostCollectionItems":[]},{"postID":4293,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4294,"title":"Sequential Messages from a Single Switch","body":"For students who have difficulty with more than one activation point, but have more than one thing to say, as well as for those that you want to encourage continued conversations & \"chatting\" - try out one of the many options in sequential messaging. These products can be used for introducing multiple messages, social chatting, for initiating social interaction that is then carried out with other modalities/AAC strategies, and vocational scripting that includes expressive communication. \r\nSequential devices can also be a strategy that introduce new expressive communication to individuals and allows for the emphasis to be put on the social aspect of communication, rather than on the individual hunting for messages. Of course, this is not for all expressive needs, but for fast, new, or socially stressful situations, these tools may be something to consider as a part of a range of tools in someone's AAC system set.\r\nAttached are some images of products including light tech tools, apps, and handouts on implementation strategies for sequencing tools & messages.","userID":2018,"timestamp":"2015-02-10T22:45:38.697","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2174,"postID":4294,"userID":2023,"timestamp":"2015-02-23T12:14:48.5"}],"PostCollectionItems":[]},{"postID":4295,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4296,"title":"PSU Kids Website for Early Intervention & Communication","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1\r\n","userID":2018,"timestamp":"2015-02-10T23:16:40.127","posted":false,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4297,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4298,"title":"PSU Communication Supports for Infants & Toddlers","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1","userID":2018,"timestamp":"2015-02-11T01:11:29.37","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5298,"title":"Maya Finds Her Voice","body":"Follow these 2+ years of a video documented account of Maya, as a mother tells the journey of navigating augmentative & alternative communication from her daughter's 2nd to 5th birthdays. She will talk of the forward strides and the mis-steps, and share with you these examples through many videos that show a range of AAC options that helped to scaffold Maya to her current system. \r\nJust a note: While watching the videos - just be aware - that several of the videos put Maya in the position of having to \"perform\" with her current AAC system. \"show me this\"... \"tell me this\". but this is often what happens when one just turns on a camera to show what a kid can do with symbol cards, a device or an app; rather than just running the video during natural situations in the day which lend themselves to chatting. \r\nNone the less, you will see in a mere 10 minutes how 2 focused years can make all the difference! It does not just happen because you put an app infront of a child or when you just fly by the seat of your pants! A lot of planful work went into this child, both from the family, clinician and educators side. Well done Maya! Well done Mom!","userID":2018,"timestamp":"2015-02-11T23:03:29.137","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2006,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2161,"postID":5298,"userID":2023,"timestamp":"2015-02-13T15:12:38.373"}],"PostCollectionItems":[{"collectionItemID":329,"collectionID":138,"postID":5298,"quote":"In this post Kelly highlights a video that follows several years of a young girl, Maya, learning to use her AAC device."},{"collectionItemID":332,"collectionID":139,"postID":5298,"quote":"In this post, Kelly shares a video that follows several years of a young girl, Maya, learning to use her AAC device"}]},{"postID":5299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5300,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5301,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5307,"title":"Mateo's Story of how Language + Literacy = Empowerment","body":"I must start out by saying that there are many stories that choke me up. I do not personally know this young man or his parents. His mother writes beautifully of the struggles and the rewards of their experiences with complex communication needs and the surrounding social impacts of navigating a desire to have \"true inclusion\" for her son both in school activities and in related activities, such as the track team. How much of every day is impacted by the ability for your child/student to communicate with others and for those unfamiliar with your child/student to be comfortable communicating with them. Sometimes that means going outside of your comfort zone, outside of the bubble of your protected \"known\" environment. It can be very difficult, and it can have huge rewards.\r\nI share this also from a family member perspective. My sister-in-law had Cerebral Palsy and communication struggles, especially in her 60s and 70s when seating, breath support and age started to take their toll on her body and voice. She used a communication board in those later years to communicate with unfamiliar partners and in her last years, with all of us, through her pointing & then through partner assisted scanning. It wasn't easy, but it was well worth it. Literacy was a huge important factor in her life. Reading kept her self motivated. It gave her topics to discuss with people. It helped to build friendships and work. I am so glad that people in her life always assumed she could without making her prove it first. In many ways growing up in the 40s and 50s was easier and also harder than it is now.\r\nSo back to Mateo - Read and see images of Mateo's story at Voices For All\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion/\r\nAnd see 9th grader, Mateo present to his school board about his experiences at a Literacy Camp - CampAlec\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion-2/\r\nIt does take work from many people, but it is worth it!","userID":2018,"timestamp":"2015-02-12T15:01:03.92","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":337,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2160,"postID":5307,"userID":2023,"timestamp":"2015-02-13T15:12:19.117"}],"PostCollectionItems":[]},{"postID":5308,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5309,"title":"Training through Rett University ","body":"\r\nThere is a new source of training for parents & providers of services to children with RETT Syndrome. Rett University is an e-learning platform specifically designed for educators and therapists of students with Rett Syndrome . Experienced professionals share their cutting-edge knowledge on how to support their students with Rett Syndrome and push them to their highest levels of academic, physical and personal achievement. Courses are designed to teach you how to:\r\n-help your student/child learn to read and write\r\n-develop real communication skills\r\n-learn strategies for sensory regulation\r\n-learn where to start when initially diagnosed to build communication and appropriate expectations\r\n-develop effective appropriate IEP goals\r\n\r\nRett University is brought to you by Girl Power 2 Cure in partnership with Susan Norwell and other well know advisers who specialize in literacy, language, movement, communication, & medical issues of individuals with Rett Syndrome . Together with Udemy.com, a leading e-learning company, this website has launched in the fall of 2014. Courses are added regularly and there is a newsletter to keep you informed. \r\n http://www.rett-u.org/","userID":2018,"timestamp":"2015-02-13T15:41:14.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2162,"postID":5309,"userID":3238,"timestamp":"2015-02-17T06:40:33.247"}],"PostCollectionItems":[]},{"postID":5310,"title":"Credits for Coursework through Home CEU Connection ","body":"This website provides opportunities to further your study on Beginning Communication, Assessment, Augmentative & Alternative Communication, Switch Access, Electronic Aides of Daily Living, & other issues & strategies that impact your knowledge & work with children & youth with complex communication needs. This website provides state & organization approved credit training for SLPs, OTs, OTAs, PTs, & PTAs in a variety of topics right in the comfort of your own home. \r\nFor topics that impact the population of students served in the context of the Communication Matrix, do searches for courses taught by Patricia Ourand, Michelle Lange, Kelly Fonner, and Cara Koscinski.\r\nhttps://www.homeceuconnection.com","userID":2018,"timestamp":"2015-02-15T15:49:12.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":973,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5311,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5312,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":40,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5313,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5318,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057"}],"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]},{"postID":5323,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5324,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5325,"title":"Summer Camp Experiences for Children & Youth with Complex Communication Needs","body":"There are a variety of options in Summer Camps for Children & Youth with CCN (Complex Communication Needs). Some camps focus on the communication experience, some on the basic summer camp experience, some on literacy, some on a little bit of everything. There are day camps and overnight camp options in several states, here are just 4 options:\r\nBuilding Bridges Camp & Training Institute - an experience for both campers & educators/practitioners, the 2015 dates are July 8-15. More information is at http://www.bridgeschool.org/outreach/camp/index.php\r\nAAC and Literacy Camps - 2 opportunities to Experience a week of Literacy Learning under the guidance of staff from the Center for Literacy & Disability Studies from the University of North Carolina - Chapel Hill & other professionals. Camp Courage is in Maple Lake, Minnesota (June 19-25, 2015) and Camp ALEC is in Grand Rapids, Michigan (August 8-15, 2015) http://www.med.unc.edu/ahs/clds/camp-alec\r\nI CAN TALK AAC SUMMER CAMP - Pittsburgh, PA - Dates are July 29 - August 1, 2015 - for the summer of 2-15 the theme is “UNDER THE MICROSCOPE http://www.icantalkclinic.com/2015-camp.html","userID":2018,"timestamp":"2015-02-20T01:49:20.7","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1089,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2169,"postID":5325,"userID":1012,"timestamp":"2015-02-20T10:15:43.207"}],"PostCollectionItems":[{"collectionItemID":73,"collectionID":60,"postID":5325,"quote":"Videos can tell the story of a camper and adults day so much more than words."}]},{"postID":5326,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5327,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5328,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5331,"title":"Babies with iPads","body":"There is a blog called \"Babies with iPads\" that was started in July 2010 and is written by a developmental/vision specialist for WV Birth to Three, who has been working with babies/toddlers with special needs since 1988. There are many guest bloggers who are parents of children with special needs who share their stories of how their own babies & children under 3 are using particular apps or how they have the iPad set up with accessibility options and creative solutions.\r\nThe blog host posts that the blog is designed to document infants/toddlers with disabilities using an iPad to promote their development and hopes to show how this technology can help children with disabilities develop their communication, play, pre-literacy, cognitive, visual/auditory and motor skills. There are many, many images, videos and descriptions of communication apps \"how-tos\", but also implementation ideas, & also results of young children gaining exposure early on in their development.\r\nYou can, as I have, spend hours of your time exploring these stories, and still not be 5 pages into this blog. You will also find video of children with some of the rarer syndromes, such as Cri du Chat Syndrome, that are also quantified here in the Shared Science section of the Communication Matrix Community. You will also find blogs dedicated to showing apps especially good for children with CVI, Cortical Vision Impairment.\r\nhttp://babieswithipads.blogspot.com/","userID":2018,"timestamp":"2015-02-20T14:24:02.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2173,"postID":5331,"userID":2023,"timestamp":"2015-02-23T12:10:53.257"}],"PostCollectionItems":[]},{"postID":5335,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5336,"title":"PECS®: Picture Exchange Communication System","body":"PECS® is a system often used with early augmentative communicators and has a training strategy that family and staff may or may not have had complete training on the process of the exchange as a communicative behavior. Sometimes it's only the staff that gets trained and families don't have the option of attending. In some cases, only professional staff attend, and yet it's the para-professionals that implement the process under the guidance of SLPs and/or teachers who may not realize that they've missed passing on some of the message behind moving through PECS® stages with fidelity. In too many cases, several of my colleagues and myself have witnessed, what we've referred to as \"mis-PECS®\" or \"PECS® gone wrong\" and people have turned a communicative act into \"work\", or worse, an opportunity to \"test\" or \"quiz' a student on what they know. COMMUNICATING is not QUIZ.\r\nSo here is an opportunity to catch up on what PECS® really is, without the long training. It is not a replacement of the full training. You will learn so much from the complete training; but in a pinch, here is Lori Frost, MS, CCC-SLP, co-developer of the Picture Exchange Communication System® (PECS®) and co-founder of Pyramid Educational Consultants, as she introduces the Picture Exchange Communication System (PECS). \r\nThis 48 minute video includes a synopsis (NOT a FULL TRAINING) of the 6 training phases of PECS®, a discussions of the myths and facts associated with PECS® as well as an overview of the research related to PECS®. *Please note this video is an overview only and is not intended as a training workshop. ","userID":2018,"timestamp":"2015-02-21T20:44:27.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2026,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2172,"postID":5336,"userID":2023,"timestamp":"2015-02-23T12:10:35.63"}],"PostCollectionItems":[]},{"postID":5337,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5338,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5339,"title":"Real Look Autism Video Series","body":"www.reallookautism.com is a non-profit organization with a website and YouTube channel dedicated to supporting families and educators who have children & youth with autism. Paraphrasing from their information - The website will give you some great ideas for living with & working with children who have Autism Spectrum Disorders and also serve as a place to share your own insights....They attempt to present different therapies and strategies using video in a very focused and thoughtful way. They present these short edited video stories paired with an article on the same topic written by a parent or specialist…Or both!\r\nOn the YouTube Channel, there are over 13 videos; they refer to as \"episodes\". The topics cover communication, play, shopping, camping, art therapy, eating, emotions, and personal hygiene. And don't forget there is a paired story back on the website for every topic. \r\nThe communication topic is included in this post and here is a link to the article that goes along with the video. \r\nhttp://www.reallookautism.com/2012/01/communication-device/","userID":2018,"timestamp":"2015-02-23T10:10:31.26","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1726,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2171,"postID":5339,"userID":2023,"timestamp":"2015-02-23T12:09:51.877"}],"PostCollectionItems":[{"collectionItemID":316,"collectionID":138,"postID":5339,"quote":"In this post, Kelly introduces www.reallookautism.com as a website and YouTube channel that provides information for living and working with children with autism spectrum disorders. "}]},{"postID":5340,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5341,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5342,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5344,"title":"Does AAC impede natural speech? and other fears","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:46:22.15","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5345,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5346,"title":"Does AAC impede natural speech?and other fears.","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:53:37.537","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"common concerns from families and staff","show":true,"views":2059,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2175,"postID":5346,"userID":2023,"timestamp":"2015-02-25T10:07:08.41"},{"starID":2176,"postID":5346,"userID":9043,"timestamp":"2015-02-25T10:07:55.187"},{"starID":2178,"postID":5346,"userID":3256,"timestamp":"2015-02-25T21:56:22.67"}],"PostCollectionItems":[]},{"postID":5347,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5362,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5363,"title":"Teaching Learners with Multiple Needs","body":"Teaching Learners with Multiple Needs is a website & blog by Special Educator & Assistive Technology Specialist, Kate Ahern. Kate has been posting information on educating students with severe disabilities since 2006, including students with Rett Syndrome and Autism. She includes Communication strategies and information on AAC Dynamic Displays that are both in Devices and Static, Increasing speech through AAC use, Photos and Symbols, and Eye Gaze. Her Periodic Table for AAC is attached to this post.\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/\r\nIn addition to the Communication strategies, she also has related content on hard to find information such as Clothing for students with severe disabilities, Swimming, Switches, Paraprofessional Resources, iPad Apps & Software Recommendations, Alternate formats for books and stories and other literacy strategies.","userID":2018,"timestamp":"2015-03-01T09:55:18.07","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This blog contains a wealth of information specific to Rett Syndrome but also related to AAC in general. Check it out!","show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5364,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5384,"title":"AAC in Early Childhood","body":"Dr. Rae Sonnenmeier of the Institute on Disability at the University of New Hampshire discusses reasons why it is important to support the use of AAC in the early childhood environment. She introduces a 5-step process for developing communication through AAC. And she includes research findings on Early Childhood use of AAC.\r\nhttps://vimeo.com/91725812\r\nThe webinar is a recorded 45 minutes long and includes demonstrations from current AAC technologies including AAC apps.","userID":2018,"timestamp":"2015-03-10T17:06:19.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5385,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5387,"title":"Every Move Counts Assessment and Intervention","body":"Every Move Counts is a Sensory based Communication Assessment and Intervention Planning Process. Used by therapists and educators who have received training by some of the authors, Jane Korsten and Terry Foss, staff & families introduce a wide variety of sensory-related stimuli systematically to a child and observe, often through video of their reactions, from slight or very noticeable. These movements of a child's eyes, body or hands, towards or away from the item that created a sound, or light source or vibration, are noted as communicative and potential options to build upon augmentative or alternative strategies for communication. Data collection is a well organized part of the assessment and intervention planning.\r\nAt the Every Move Counts website, you can find information on the strategies through video, articles and other downloads. You can also order the complete book that teaches all of the strategies and find out about workshops on the topic of developing communication through sensory techniques.","userID":2018,"timestamp":"2015-03-13T22:35:39.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":17642,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":12,"collectionID":1,"postID":5387,"quote":"This instrument is appropriate for individuals with severe/multiple disabilities and sensory impairments."}]},{"postID":5388,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5389,"title":"Emergent Communicators - If You Listen, You Will Hear Us","body":"There is a 10 minute video that communicate in images so much of what many of try to get across when describing the extreme importance of creating opportunities for expressive communication for individuals who are emergent communicators. This video was filmed in 2013 by the Leicester and Leicestershire Learning Disability Partnership Boards along with frontline staff, carers and people with learning disabilities themselves. . The videos were done at the Hastings Road Day Centre, Leicester, and Glebe House, Loughborough, England. \r\nThe video was created to demonstrate alternative styles of communication to those that may be unfamiliar with individuals who have complex disabilities and communicate in sensory and behavioral ways. There is a nice explanation, images and video of \"Communication Passports\". The intervention of having descriptive books with pictures that describe the person, their likes, dislikes, family members, conversation patterns, social topics and all things that have to do with their communication. For those of you that work with teens and young adults, this will be a nice viewing, because so much of what we see in video is of young children in the emergent communication levels. This video of young and older adults communicating through sensory based techniques is encouraging and of course we are all ready for each and every one to take the next step on the communication ladder! Everyone just needs to be given opportunity, good models of expressive communication and of course, truly expectant and engaging partners.\r\n\r\nFrom the website - \"People with PMLD (Profound & Multiple Learning Disabilities - a term used in the U.K.) have severely limited understanding and often have more than one disability, such as problems with seeing, hearing and movement. They may also have other conditions such as epilepsy or autism. This all means that patients will have complex health needs, great difficulty communicating and sometimes challenging behaviour. The guidelines cover the need to value all ways of communicating, the fact that everyone communicates, how a very personalised approach is needed for people with PMLD, how gaining views may take a long time and some educated guess work along the way, and that family carers know their relative the best and are the experts. It's about building a long-term picture of what people PMLD like and dislike and what their wishes are. \"","userID":2018,"timestamp":"2015-03-14T01:16:52.957","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3181,"postID":5389,"userID":2023,"timestamp":"2015-03-20T09:02:48.623"}],"PostCollectionItems":[]},{"postID":5390,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5391,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5392,"title":"Autism & AAC Apps: Evaluating Your Options Workshop","body":"AAC Institute along with ICAN Talk Clinic’s staff is offering a 1.5-day workshop for attendees to learn about and interact with communication apps on iPads or other mobile technologies designed for individuals with autism spectrum disorder. This workshop is being offered by the AAC Institute as part of their professional continuing education program. Attendees have the option to earn continuing education units required for professional development.\r\nMay 7&8/2015\r\nhttp://www.icantalkclinic.com/autismaac-app-workshop.html\r\nDay 1: After the morning presentation by Katya Hill, Ph.D., CCC-SLP, Executive Director of AACI of evidence-based research on AAC apps, strategies and resources to support identifying app features and the matching persons with technology process, attendees will head to each of four (4) participating App company classrooms for 1.5 hour rotating sessions. The sessions will provide hands-on training to become familiar with the featured communication App(s) and intervention resources offered to support App users with autism and their teams. \r\n\r\nThe four participating AAC app companies with classrooms can create a learning environment that represents their products, supports and services. Also, Day 1 includes an Exhibitor walk-about during lunchtime and afternoon demonstrations in the ballroom where other companies will be demonstrating their Apps, resources and products. Day 1 concludes with a “happy hour” informal networking opportunity for attendees, company representatives and exhibitors. \r\n\r\nDay 2: After breakfast attendees go to their final concurrent classroom training session. After the morning break, all will gather for a panel discussion with the concurrent classroom App representatives and a wrap-up Q&A. App companies are free to stay in their classrooms once the main conference is adjourned for any scheduled 1:1 meetings they may wish to schedule. Attendees will leave the workshop fully informed and able to identify AAC App options for a person with autism.","userID":2018,"timestamp":"2015-03-15T09:51:09.19","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5393,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5394,"title":"Prompting Strategies","body":"There are many practices, strategies, researched methods and opinions on prompting strategies. Prompting is a strategy utilized in implementing communication interventions with children in all the levels of Communication Matrix.\r\n Too often when an adult is excited about getting their child or student to use an AAC app or Big Mack, or any AAC device, they give simple commands such as \"hit the switch\" or \"press this\". When doing so, all the child is learning is to follow directions - they are not learning the \"why\" they are to talk with this device or \"why they are saying this particular message\". They are just doing what someone told them to do. And when the situation occurs again, they are dependent upon that adult telling them , or showing them what to do again.. and thus, the prompt dependency cycle begins.\r\nIt needs to be recognized that prompting for communication can differ greatly than prompting for response to instructional questions or task oriented activities. In communication interactions multiple factors occur. It is more than the saying of a message, when it is by speech, or the pressing of key on a single button device, or a multi-key communication device or iPad app. There are social, linguistic, and strategic factors in communication. If the student is using a device or app, there are also operational factors. The pragmatics of the communication interaction that influence the communication intent are always in play during communication. So, talking to someone is not as simple as \"hit the switch\". These skills are not to be overlooked when teaching a child to interact utilizing AAC strategies, and need to be accounted for when considering what type of prompting you are to use with your student when training them to communicate.\r\nWhen we use thoughtful, environmentally based cues prior to the communication and communication based prompts that connect the student back to the communication intent after the they were expected to communicate, prompt dependency is less likely to develop. Least -to-Most strategies are connected to this type of prompting. Where full models are the last in the hierarchy, rather than starting with a full model and fading.\r\nHere are some supportive websites and documents to key you in on prompting strategies\r\nFrom I Can Talk website - Prompting Strategies\r\nhttp://www.icantalkclinic.com/aaction-points/aac-prompting-strategies\r\nFrom Every Move Counts - Prompting - A Cautionary Tale\r\nhttp://www.everymovecounts.net/articles.html","userID":2018,"timestamp":"2015-03-15T10:31:45.273","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":6536,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":401,"collectionID":154,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies. "},{"collectionItemID":405,"collectionID":155,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies."}]},{"postID":5395,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5397,"title":"Building Personalized Participation Packages","body":"There is a free 45 minute webinar on Building Personalized Participation Packages by Presenter, Terry Wendorf, available at the Ablenet University website for anyone to watch at whatever time is convenient for you.\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nThe description from the website: In this webinar, we will look at designing personalized learning packages that can increase participation for students with complex communication needs and/or severe multiple disabilities. Key equipment that will be incorporated into the participation packages will include the AbleNet PowerLink, the All-Turn-It Spinner, and dedicated speech generating devices such as the Step-by-Step. This is a \"DIY\" guide to creating your own participation/learning packages for your individual students/clients that will increase communication opportunities and physical participation.","userID":2018,"timestamp":"2015-03-17T16:48:16.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5398,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5425,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5431,"title":"Supports for Goal Writing for students with Communication Systems","body":"Kate Ahern has posted on the QIAT (Quality Indicators of Assistive Technology Services www.QIAT.org) List information on how she writes goals for her students who have communication systems. Here is the passage from her posting on that list with a link to her website and an article at the end.\r\n--from the list--\r\n\"Well for the student I describe - using a PODD 15+ on an iPad as an emergent communicator (background age 12, Angelman Syndrome, in an ABA school doings symbol based choice making between jelly bean and gummy bear but using her talker at home to do much more) I would like her goals to be:\r\nLanguage Benchmark: Given her talker and decreasing verbal cues from baseline, S will combine a noun/verb or verb/noun to request (want drink), answer questions (she go) or describe (I like) 15 times per day with 75% independence\"\r\nOperational Goal:\r\nGiven her talker with a carry strap S will bring her talker with her when moving from room to room without cues 85% of the time. \r\nSocial Goal:\r\nGiven her talker and modeling by adults and peers, S will respond to common social questions in a logical/understandable manner in context at least 3x per day with 75% accuracy and independence. \r\nStrategic Benchmark:\r\nGiven visual cues, modeling and her talker, S will tell her communication partner when they do no understand her message in 50% of communication breakdowns. \r\nSelf-Advocacy:\r\nGiven her completed visual schedule and her talker, S will accurately retell at least two events from her day with 75% independence. \r\nYou can read more about how I write AAC goals here: http://teachinglearnerswithmultipleneeds.blogspot.com/2014/04/meaningful-and-evidence-based-goals.html?m=1\"\r\n\r\nFor more information on PODD and PODD training in the US and Canada\r\nwww.PODDUSA.com","userID":2018,"timestamp":"2015-04-08T14:54:44.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1970,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3184,"postID":5431,"userID":2023,"timestamp":"2015-04-09T10:00:15.083"}],"PostCollectionItems":[]},{"postID":5432,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5499,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5537,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5538,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5548,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913"},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627"}],"PostCollectionItems":[]},{"postID":5550,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5551,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5552,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5553,"title":"Using information from Communication Matrix in the Classroom","body":"Consider using the information that you know about your students from the communication matrix when organizing groups. They can be organized into small or large group activities with like communicators or with communicators that have a variety of skills that can provide models for one another. Here is a form that can be used to provide an overview of the information that you have from the matrix.\r\n\r\nOn the form students are listed, marked by major level of the matrix, their main modality of communication is listed and other identifiers. Having all of this information in a one place overview can be helpful for quick planning.","userID":2018,"timestamp":"2015-06-02T23:29:53.28","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":329,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5554,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187"},{"starID":4390,"postID":5556,"userID":3256,"timestamp":"2015-12-03T11:15:30.657"}],"PostCollectionItems":[]},{"postID":5557,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6577,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6578,"title":"AAC supports for teachers","body":"Miami-Dade County Public school system has shared a resource that they have created for their teachers. It is for everyone to know how to most effectively use AAC tools that are in their classrooms, as well as the strategies that support the development of communication. They describe it well to staff as \"No AAC device or picture communication system stands alone. Just as children need interaction and reinforcement from adults to learn to speak, they will need the same attention to learn to use AAC. It is helpful to think of learning to use AAC as learning a new language.\"\r\nStrategies are put into these major categories, that are lessons from research and best practices.\r\n1) Use the daily routine as a framework\r\n2) Use motivating messages\r\n3) Model use of AAC\r\n4) Give cues and wait time\r\n5) Practice the prompt hierarchy\r\n6) Build empowerment, initiative and ownership \r\n7) Provide feedback\r\n8) Sabotage\r\n9) Keep materials accessible\r\n10) Use symbol system\r\nThe full set of information can be found at this website: http://prekese.dadeschools.net/AdaptationStation/aac.html#model","userID":2018,"timestamp":"2015-06-19T22:07:10.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1631,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":266,"collectionID":121,"postID":6578,"quote":""}]},{"postID":6579,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6580,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6581,"title":"Commercial Tangible Systems","body":"Creating Tangible systems can be time consuming. Often teams are creating each item individually rather than thinking of each item/word as a message in a larger language system. There are several tangible or object systems that have a common structure to them that you may want to investigate.\r\nAdaptivation - Tangible Object Cards http://www.adaptivation.com/product_detail.php?ID=194\r\nAttainment Company now has a Tactile Talk Tool Kit for the GoTalk Now App http://www.attainmentcompany.com/tactiletalk-toolkit\r\nBritteny Asher Consulting has a system called the LORAC http://www.brittenyasherconsulting.com/products/shop/\r\nFrom the American Printing House for the Blind - 2 products: STACS: Standardized Tactile Augmentative Communication Symbols Kit & Tactile Connections Kit: Symbols for Communication http://shop.aph.org/webapp/wcs/stores/\r\nfrom the Texas School for the Blind & Visually Impaired, a free resource on creating and their system, a Tactile Symbols Directory. At their website they also have pictures of each symbol in the directory and a video explaining the system. http://www.tsbvi.edu/tactile-symbols#ACTIONS\r\nFor Displaying, Sorting & Mounting these objects, look to the velcro boards & displays from Augmentative Resources. They have many creative portable carrying cases and table top mounts for you to use to present these types of symbols for communication, a behavior chart or schedule display. http://www.augresources.com/\r\n\r\nFor more information on Tangible Symbol Systems, Design To Learn has books and a video describing Tangible symbols as two- and three-dimensional objects used as symbols by individuals who have difficulty understanding abstract symbols such as speech, manual sign language or other abstract symbols. These products describe instructional strategies appropriate for a broad range of learners of all ages who need a conceptually concrete symbol system. http://www.designtolearn.com/products/tangible_symbol_systems\r\n","userID":2018,"timestamp":"2015-06-19T23:26:17.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3098,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":302,"collectionID":137,"postID":6581,"quote":"Commercial Tangible/Object Symbol Systems can save time and add consistency"}]},{"postID":6582,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6583,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6584,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6740,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4281,"postID":6741,"userID":6428,"timestamp":"2015-10-05T09:26:40.287"},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857"},{"starID":4388,"postID":6741,"userID":5388,"timestamp":"2015-12-03T11:07:17.68"}],"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]},{"postID":6742,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6743,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6756,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6777,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6778,"title":"International AAC Month Campaign 2015 – October","body":"The Power of Connection – A voice for all . . . a voice of one’s choice . . .
learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}]}},{"collectionID":136,"name":"AAC Services for Children in Inpatient Medical Settings","description":"This collection explores issues related to providing AAC services to children with complex communication needs in inpatient medical settings. Resources to support children, families, and medical providers within this setting are also presented.","dateCreated":"2017-12-19T17:43:43.987","bio":"I am a Doctoral Student at Pennsylvania State University under the direction with Dr. Janice Light. My research focus is on the use of augmentative and alternative communication (AAC) strategies within the inpatient rehabilitation setting. I have been a speech-language pathologist for seven years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing, assisted living, and early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","published":true,"userID":25396,"PostCollectionItems":[{"collectionItemID":296,"collectionID":136,"postID":8604,"quote":"Mr. Eddy discusses multiple barriers to collaboration among professionals in the medical, educational, and private practice domains. He also proposes solutions and valuable resources that can be used to improve communication and collaboration among team members in these settings. ","Post":{"postID":8604,"title":"Barriers and Solutions to Interdisciplinary Teamwork in the Medical, Private, and School Settings ","body":"It may take time for universities to comprehensively adopt interprofessional education, but more immediate change may occur by motivated professionals who are already practicing on interdisciplinary teams or who wish to initiate these services within their facility. This post will discuss some of the barriers to initiating interdisciplinary teamwork, and strategies to overcome some of those barriers.
Most clinicians in private and school sectors may identify that limited time for collaboration is the most significant barrier. For hospital and private therapists, Rogers and Nunez (June, 2013) suggested one of the most significant challenges in engaging in interdisciplinary teamwork is the fee-for-service model. Under this system, collaboration and team meetings are not billable services and thus are not in the interest of businesses needing to make a profit. These businesses may attempt to maximize the number of clients that their therapists work with to increase potential profit. It is up to advocates at the national and state level to work with Medicare/Medicaid and private insurers to develop reimbursable billing codes for non-direct patient/client care.
Fortunately, transitioning towards an outcomes-based reimbursement healthcare model is in the near future (though it is unclear how this may change with healthcare reform under a new administration) and it is possible that hospital and private providers may place more emphasis on collaborating with an interdisciplinary team to accelerate progress and reduce misuse/overuse/underuse of services. Unfortunately, this does not help clinicians to meet immediate collaboration needs. It remains imperative to create administrator buy-in to allow clinicians and teachers to consult with one-another. This is especially significant for private providers who have limited visits with clients due to insurance coverage. Perhaps these clinicians could attempt to put in additional time to collaborate with school teams outside of regular hours and track progress on these patients; these data could be compared to rates of improvement from previous clients whose teams were not collaborated with. These data could then be presented to administrators as hard-evidence for why time for collaboration is necessary.
Once achieving availability for meetings, we can then experience a barrier in aligning times to meet across providers and tools to access meetings electronically. While the task of coordinating a meeting with one individual is not always a challenge, establishing a meeting with an entire school team, private therapists, and clinical specialists can be nearly impossible. To help bridge this gap, I would encourage providers to consider the use of free online meeting schedulers (e.g., Survey Monkey, Doodle). These free tools allow all parties to list their potential availability (and lets you see who has not yet responded). Unfortunately, it is often the responsibility of coordinator to remind individuals to respond to these meeting requests and ensure that everyone lists availability. Lack of free HIPAA-approved secure video platforms also creates a barrier for those who cannot coordinate a visit in person. To this writer’s knowledge, all videoconference platforms that are currently used for telehealth have a fee associated with use. Secure video platforms are needed to provide team trainings, hold regular meetings, and ensure a personal interaction among the team.
An additional barrier that prevents teams from collaborating is lack of a quick and secure way to discuss progress, problems, and other needs with the wider team. Often, clinicians are forced to e-mail and/or set-up time to converse on the phone. It would be ideal if there were an online HIPAA-approved social network platform in which providers of all disciplines could create a professional profile. In this social network, private groups could be established in which only a child’s providers (including clinical specialists, therapists, and school staff) could access. In these groups, providers could post clinical updates, assistive technology use, goals, and the shared collaborative long-term objective. Such a network will require significant buy-in from professional associations and providers, as well as an innovative and dedicated company to take on such a task.
Due to a variety of reasons, it might not be possible for every provider to be at all meetings. When this is the case, we must still find a way to share the missing team member’s expertise with the group, and to provide the meeting information to the missing professional. Further, that professional must have the opportunity to be a part of the team decision making process. This will often fall to the responsibility of the meeting coordinator to ensure that all stakeholders have been heard.
Perhaps the most important limitation is the human-factor. For many individuals to make change, there often must be some personal benefit. In the current fee-for-service model, private providers would see no personal benefit for engaging in collaboration, with the possible exception of networking. In fact, many professionals in school or in the private sector may find that taking time to collaborate would prevent them from engaging in other activities. The “human-factor” I refer to is altruism, and I believe it is one of the reasons why most of us chose the careers we are in. We are motivated by our clients and passionate about seeing them improve in their health and skills. Interdisciplinary teamwork requires great selflessness and focus for the well-being of the client we are collaborating with. I am personally hopeful that this would never be a barrier for members of this Community. I further hope that those of us in the Community can motivate others to find their altruism if this is a barrier for a partner you collaborate with.
For those interested in learning more about how to engage in interdisciplinary teamwork, including the barriers and strategies to overcome those barriers, consider the free webinar offered through ASHA for 0.2 CEUs. Additionally, a free e-text book has been published by ASHA on engaging in interprofessional education and collaboration, which can be found through their website.
This post has identified several barriers that limit interdisciplinary teamwork across facilities, but there may be more that we have not discussed. In your experience, what other barriers have you identified that prevent interdisciplinary teamwork?
Resources:
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Many children with severe communication disabilities rely on alternative and augmentative communication (AAC) strategies (i.e., any method of communication other than oral speech) to communicate with health care personnel during inpatient hospital stays. However, frequent communication breakdowns with staff and limited access to communication supports place these children at increased risk for negative experiences and poor health outcomes (Blackstone, Beukelman, & Yorkston, 2015; Zubow & Hurtig, 2013). Individuals with complex communication needs are at three times more risk of experiencing preventable adverse medical events when in the hospital (Bartlett, 2008). Examples of such events range from adverse medication reactions, patient falls, and pressure ulcers (Hurtig & Alper, 2016).
During a recent investigation, Zubow and Hurtig (2013) reported that a third of conscious adults and children in intensive care units at a large tertiary health care system (a) were unable to access a nurse call system to request assistance and (b) could not speak due to mechanical intubation. The authors only included individuals who were AAC or assistive technology (AT) candidates for the first time. Patients who required AAC support prior to the inpatient stay and individuals who sustained a recent stroke or traumatic brain injury were excluded (Zubow & Hurtig, 2013). Therefore, it is reasonable to infer that one third represents a low estimate of all individuals who experience severe communication challenges in the hospital setting.
In addition to limited access to AAC/AT tools in the hospital, time constraints and limited staff communicative competence also have been identified as barriers to supporting the communication needs and participation of children with complex communication needs and their families in hospitals (Gormley & Light, 2017; Hemsley & Balandin, 2014). In a recent online focus group of speech-language pathologists (SLPs) who provided services within inpatient rehabilitation facilities, participants reported that time constraints limited the quality and quantity of services addressing communication needs (Gormley & Light, 2017). Examples included short lengths of hospital stays for patients, high productivity expectations for providers, and limited time for providers to program, trial, and customize AAC systems (Gormley & Light, 2017). Further complicating the situation, many health care professionals, including SLPs who are often regarded as “leaders” of AAC teams, report minimal training in pre-service AAC training (Burns et al., 2017; Costigan & Light, 2010) and/or in-service AAC training (Gormley & Light, 2017).
Family-Centered AAC Services to Improve Child and Family Outcomes in Medical Settings
Pediatric hospitals are mandated to provide services that meet the unique needs of all patients, including those with a severe communication disability (Commission of Accreditation of Rehabilitation Facilities, 2016; The Joint Commission, 2010). To achieve this mandate, pediatric hospitals should incorporate best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010). Family-centered services are comprised of a set of attitudes that assume (a) parents are experts of their children and desire the best for their children, (b) each family is unique, and (c) optimal child and family functioning occurs within a supportive community context (King et al., 2004a). These assumptions translate to practice when professionals consider families’ strengths and needs, treat families with dignity and respect, provide information to families to allow for informed decisions about their child’s care, and partner with families to share decision-making power (King et al., 2004; King, King, & Rosenbaum, 2004; Dunst, 2002). Unfortunately, these assumptions may not consistently be implemented in practice (King, Williams, & Goldberg, 2017). As King, and colleagues (2017, p.2) aptly stated, “despite widespread endorsement of family-centered care, the needs of parents of children with disabilities can be overshadowed by a focus on direct services for the child.”
In health care settings, such as pediatric hospitals, past investigations suggest that implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). To promote implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. This framework as well as general practice suggestions for AAC providers in medical settings can be found in the next post of this collection.
AAC Supports and Resources within Inpatient Medical Settings
Despite the many barriers to implementing AAC services, a growing body of research suggests that use of AAC supports can improve the experiences of children with complex communication needs and their families in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be a frightening for an individual of any age; however, “children are not small adults” (Costello et al., 2015, p. 190) and they experience stress differently than adults. As such, children can benefit from (a) health care providers who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015) and (b) access to communication supports that aid in both comprehension and expression of these developmentally appropriate concepts.
Gaynard and colleagues (1990) recommended that, to reduce child stress in hospital settings, health care providers should use strategies to support (a) the child’s sense of control and (b) the child’s developmentally-appropriate and active participation in daily care. Offering high- or low-tech AAC supports to children with complex communication needs within the hospital setting may be one way to increase the child’s sense of control and age-appropriate, active participation in their stay by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures (Costello, Patak, & Pritchard, 2010). The final post of this collection outlines recommendations and available AAC resources that can be used to support children with complex communication needs, their families, and health care providers within the inpatient environment.
References:
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., & MacGibbon, B. (2008). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. Canadian Medical Association Journal, 179, 1555-1562.
Blackstone, S.W., Beukelman, D.R., & Yorkston, K.M. (eds.). (2015). Patient-provider communication: Roles for speech-language pathologists and other health care professionals. San Diego, CA: Plural Publishing Inc.
Burns, M., Baylor, C., & Yorkston, K. (2017). Patient-provider communication training for dysarthria: Lessons learned from student trainees. Seminars in Speech & Language Disorders, 38, 229-238.
Commission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Costigan, A., & Light, J. (2010). Effect of Seated Position on Upper-Extremity Access to Augmentative Communication for Children With Cerebral Palsy: Preliminary Investigation. American Journal of Occupational Therapy, 64, 596–604.
Cox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
Dunst, C. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36, 141-149.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
Hurtig, R.R., & Alper, R.M. (2016, November). The impact of communication barriers on adverse events in hospitalized patients. Paper presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
The Joint Commission. (2010). Advancing effective communication, cultural competence, and
patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/... RoadmapforHospitalsfinalversion 727.pdf
King, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
King, S., King, G., & Rosenbaum, P. (2004). Evaluating health service delivery to children with chronic conditions and their families: Development of a refined measure of processes of care (MPOC-20). Children’s Health Care, 33, 35-57.
King, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
King, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
King, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
Zubow, L., & Hurtig, R. (2013). A demographic study of AAC/AT needs in hospitalized patients. Perspectives in AAC, 22, 79-90.
","userID":25396,"timestamp":"2017-12-19T22:48:56.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4505,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"}],"UserTypeLookups":[{"userTypeLookupID":124072,"userID":25396,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":124073,"userID":25396,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"}],"UserTypeLookups":[{"userTypeLookupID":124072,"userID":25396,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":124073,"userID":25396,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":300,"collectionID":136,"postID":11866,"quote":"The post outlines family-centered AAC services and its application to the inpatient medical setting. Clinical recommendations and examples are also provided.","Post":{"postID":11866,"title":"Family-Centered AAC Services in Inpatient Medical Settings","body":"As mentioned in the previous post (https://communicationmatrix.org/Community/Posts/Content/11853), pediatric hospitals are mandated by a variety of accrediting organizations to deliver services that meet the unique communication needs of all patients; thus, clinicians are implored to use the best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010).
\nFamily-Centered AAC Services
\nPractitioners who implement family-centered services assume that (a) parents are experts of their children. (b) parents seek the best for their children, (c) each family is unique, and (d) optimal child outcomes emerge within a supportive community context (King et al., 2004). When these assumptions are upheld, practitioners can then deliver the core principles of family-centered services outlined in King and colleagues (2004):
\nIn pediatric health care settings, implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). In a variety of settings, these services are also linked to increased perceptions of family self-efficacy, increased family empowerment, and improved child behavior and functional outcomes (Dunst, Trivette, & Hamby, 2007). Unfortunately, these practices may not be consistently implemented in pediatric rehabilitation (King, Williams, & Goldberg, 2017) or in AAC service delivery (e.g., Mandak & Light, 2017). Often, a child-focused approach or clinician-directed approach to services are implemented with the needs of the family “overshadowed” (King et al., 2017).
\n
Family-Centered AAC Tools and Clinical Practice Suggestions:
\nTo promote the implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. Within this article, practitioners can learn more about family-centered services as well as AAC assessment and intervention tools that support family-centered clinical practices. A streamlined view of these principles, tools, and clinical practices can be found by clicking the following link: http://aac.psu.edu/wp-content/uploads/2016/11/ASHA2016_FamilySystemsFramework_MandakONeillLight.pdf.
\nFor up-to-date research alerts in the area of family-centered AAC research, feel free to check out the “Family-Centered AAC Research” facebook page at https://www.facebook.com/familycenteredAAC/
\n
Family-Centered AAC Services in Inpatient Medical Settings:
\nThe Family System and Inpatient Medical Settings:
\nTo deliver effective family-centered services and evaluate communication effectiveness within a healthcare environment, one must first recognize the child as a single element within a broader family context. As such, family systems theorists propose wholism, or the concept that the family can only be fully understood when viewed as a “complex, integrated whole” (Minuchin, 1988, p.8). When any element of the family is considered out of its context (e.g., focusing solely on a child’s communication with a health care provider without simultaneously considering the parent’s role in the communication process) an “incomplete picture” that cannot give adequate information for care may result (Minuchin, 1985). Furthermore, due to the complexity and interconnected nature of the family system, interdependence, or the inextricable link of family members within the broad family system (Minuchin, 1985), suggests that a change experienced by one family member reverberates throughout the entire system and subsequently affects all members (Minuchin, 1985).
\nWithin a family system, individuals are affected by the dynamic interplay of personal relationships, or subsystems (e.g., child-parent; Minuchin, 1985). Within each subsystem, interactional patterns among family members which form bidirectional feedback loops of behaviors emerge during communicative exchanges over time. (Minuchin, 1985). However, Minuchin (1985) also indicated that identification of such communicative patterns may be a helpful first step in a therapeutic setting to serve as a “point of entry” for future intervention.
\nClinical Example: A young child who recently sustained a traumatic brain injury and is no longer is able to communicate using speech may vocalize “ba ba” to indicate he needs to use the bathroom. However, his mother does not understand this vocalization and instead offers the child a ball. The child then starts screaming in frustration and hits the ball which, in turn, the mother yells “Why can’t you just talk! I don’t know what you want!” In future interactions, this pattern of negative verbalizations and challenging behavior may continually emerge when the pair experiences communication breakdowns. A speech-language pathologist may recognize the negative communicative pattern emerging between the young child and his mother and offer the child an AAC system comprised of pictures of items within the room, including “bathroom.” Now the child can point to the picture when he says “ba ba” and the mother can recognize this communicative act as a request to use the bathroom, thus breaking the cycle and improving the communicative exchange.
\nWhen considering a child’s participation within the rehabilitation experience, service providers and researchers alike must move towards better understanding the factors within health care that affect the entire family unit and not solely focus on the child. Just as the child is a single element within a complex family system; a family is a single element that is embedded within a set of larger systems such as a health care or education system (Bronfenbrenner, 1979). Factors such as social policies governing relational networks (e.g., hospital staffing) and socio-cultural beliefs also drastically affect individuals in the family system and health care system (Bronfenbrenner & Ceci, 1994). A child must be considered within this broad, complex, interconnected, and dynamic context (Bronfenbrenner & Ceci, 1994), first starting with the family system and extending to the larger health care context (Minuchian, 1985; King et al., 2004).
For a brief outline of a variety of systemic factors affecting the delivery of services to individuals with complex communication needs in the inpatient rehabilitation setting, check out: https://rerc-aac.psu.edu/wp-content/uploads/2017/11/Gormley_Online-Focus-Group-AAC-and-Inpatient-Rehab_ASHA2017_.pdf
Parents as “Interpreters”
\nAlthough, the relational dynamics among all involved parties – children, families, and providers – critically impact the rehabilitation experience as well as family and child outcomes (Dunst, Trivette, & Hamby, 2007; King et al., 2017), these dynamics are not well understood when a child with complex communication needs is involved (Hemsley & Balandin, 2014). However, qualitative evidence has emerged that parents often serve as “interpreters” of their child’s communicative acts in the hospital setting when the child has a severe communication disability (e.g., Hemsley, Kuek, Bastock, Scarinci, & Davidson, 2013). When parents assume this role in the hospital setting, they can support health care providers to more effectively and efficiently communicate with the child.
\nClinical Example: When a nurse is attempting to feed a two-year-old girl with cerebral palsy, the girl’s mother may educate the nurse that when her daughter vocalizes, looks away, and extends her arm forward, this is a signal for “stop.” With this new knowledge, the nurse can pause before placing additional food into the child’s mouth and reduce the child’s discomfort during feeding. In this example, the nurse including the mother in the feeding session, acknowledging the child’s mother as an expert of the child, and respecting the child’s nonverbal communicative act is a demonstration of a family-centered AAC service (Mandak, O’Neill, Light, & Fosco, 2017).
\nKey Research Findings:
Recommendations:
\nReferences:
Beukelman, D., & Ray., P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation: An Interdisciplinary Approach, 3, 279-288
Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press
Bronfenbrenner, U., & Ceci, S. (1994). Nature-nurture reconceptualized: a bioecological model.Psychological Review, 101, 568-586.
\nCommission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation: Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
\nCox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
\nCress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in language disorders, 24, 51-61.
\nDunst, C.J., Trivette, C.M., & Hamby, D.W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13. 370-378.
\nGormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
\nHemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
\nHemsley, B., Kuek, M., Bastock, K., Scarinci, N., & Davidson, B. (2013). Parents and children with cerebral palsy discuss communication needs in hospital. Developmental Rehabilitation, 16, 363-374.
\nThe Joint Commission. (2010). Advancing effective communication, cultural competence, and patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/ RoadmapforHospitalsfinalversion 727.pdf
\nKing, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
\nKing, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
\nKing, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
\nKing, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
\nMandak, K., & Light, J. (2017). Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. Journal of Autism and Developmental Disorders. Advanced Online Publication.
\nMandak, K., O’Neill, T., Light, J. (2016, November). Bridging the gap from values to actions: A family systems framework for family-centered AAC early-intervention services. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
\nMandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
\nMcNaughton, D., & Beukelman, D. (2010). Transition strategies for adolescents and young adults who use AAC. Baltimore, MD: Paul H. Brooks.
\nMinuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289-302.
\nMinuchin, P. (1988). Relationships within the family: A systems perspective on development. In Hinde, R.A. & Stevenson-Hinde, J. (Eds.), Relationships within families: Mutual influences (p. 7-26). Oxford: Clarendon.
\nRosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
","userID":25396,"timestamp":"2017-12-22T19:15:48.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2013,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"}],"UserTypeLookups":[{"userTypeLookupID":124072,"userID":25396,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":124073,"userID":25396,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"}],"UserTypeLookups":[{"userTypeLookupID":124072,"userID":25396,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":124073,"userID":25396,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":301,"collectionID":136,"postID":11896,"quote":"This post provides free resources for clinicians and families to support the communication needs of children who benefit from AAC supports in inpatient medical settings.","Post":{"postID":11896,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
\nAccording to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
\nAs Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
\nIn a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
\n“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\n\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:26:46.52","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4225,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . 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I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"}],"UserTypeLookups":[{"userTypeLookupID":124072,"userID":25396,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":124073,"userID":25396,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}}],"User":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
This post kicks off the collection and addresses these basic questions: How do you find AAC research? How do you organize and manage AAC research that you do find?
We hope you can find, take in, and organize research in AAC whether you are a person with complex communication needs, a family member, an educator, or even an AAC researcher.
For searching for AAC research, Google Scholar is a fantastic resource. Here are some search tips for using Scholar.
Great, now that you have found some AAC research, how will you organize and keep track of it? Have you heard of Zotero? \"Zotero is a free, open-source research tool that helps you collect, organize, and analyze research and share it in a variety of ways.
Here is a quick <4 minute video overview of how to use Google Scholar and Zotero to find and organize research: what is zotero.
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My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing
services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the resent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources
areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media
outlets depicting the horrific aftermath of the 2010 earthquake in its capital
city of Port-au-Prince. I viewed countless news stories and pleas for
assistance and wondered: how can I, as a speech-language pathologist help?
Little did I know that in 2014, I would discover how I can serve individuals
who experience CCN in Port-au-Prince. My life was radically changed and many of
my viewpoints shifted as I witnessed the effects of extreme poverty on
individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a
non-profit organization called International Therapy Outreach, Inc. that
routinely sends interdisciplinary teams of professionals from the United States
to start classrooms for children with disabilities in Port-au-Prince and
surrounding areas. Many of these new classrooms are in
displaced persons’ communities otherwise referred to by locals as “tent cities.”
These communities are called “tent cities” as many of the housing structures
are made from tent materials provided by the early relief efforts from the
2010. The majority of families living in these communities earn income below
the international poverty line.
Typically, seven to
fourteen children with some form of disability attend each classroom. Children’s ages range from two to
twenty-eight years in these programs. I worked as an SLP within the team to
provide training to the teachers and community members to support the
communication skills of the children with a variety of disabilities. Many of
these children had never participated in a classroom setting, were stigmatized within
their community due to their disability, and were living in extreme poverty
with limited access to clean water, nutrition, and medical care. During these
trips, I witnessed enormous need resulting from extreme poverty as well as the
extraordinary power of collaboration and community that arose despite overwhelming
adversity.
AAC
Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series
of AAC practice recommendations for providing services to individuals with CCN,
their family members, and communication partners.
References:
Battle, D.E.
(2012). Communication disorders in a multicultural and global society. In
Battle, D.E. (Ed.), Communication disorders in multicultural and
international populations (4th Ed.) (pp. 2-19). St. Louis:
Elsevier Mosby.
Danquah, L.,
Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien,
P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and
inequality in access in services. Disability
and Rehabilitation, 37, 1082-1089. doi:
10.3109/09638288.2014. 956186
Light, J. &
McNaughton, D. (2014). Communicative competence for individuals who require
augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and
Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A.
(2015). Evaluating an AAC training for
special education teachers based in a low-resource context. (Doctoral
Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah,
N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka:
A snapshot of three provinces. Disability
Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., &
Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural
perspective (2ns Ed.) (pp. 379-404). Thousand
Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated
systemic social change. New York, NY: Springer Science & Business Media.
United Nations
Children’s Fund. (2016). The state of the
world’s children 2016: A fair chance for every child. Retrieved on 2
December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health
Organization and The World Bank. (2011). World
Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister,
L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of
the world report on disability for responding to communication disability in
under-served populations. International
Journal of Speech-Language Pathology, 15, 1-13. doi:
10.3109/17549507.2012.745164
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:02.447","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9766,"title":"Introduction to Providing AAC Services to Individuals Who Experience Extreme Poverty","body":"Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:23.573","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1596,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":221,"collectionID":112,"postID":9766,"quote":"This post provides a brief overview about poverty experienced by many individuals with disabilities who live in low- and -middle-income nations. It also provides a quick introduction to my experiences providing services in Haiti. "}]},{"postID":9768,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:23.93","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9769,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
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In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas were many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
Connect
families to other professionals, organizations, and community members that can
assist to increase consistent access to health care, clean water, nutrition, etc.;
creatively utilize inexpensive low-tech aided AAC materials (e.g., construction
paper, pencils for hand-drawing, and clear tape) to create individualized and
appropriate communication systems
In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas where many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
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1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
","userID":25396,"timestamp":"2017-05-12T02:01:15.483","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1960,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":224,"collectionID":112,"postID":9774,"quote":"This is first in a series of posts about considerations for providing AAC services in low-resource areas."}]},{"postID":9775,"title":"Fostering Team and Community Collaboration in Low-Resource Areas","body":"This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following four topics:
1. fostering team and community collaboration,
2. investigating the strengths, needs, and goals of all stakeholders,
3. providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and
4. sustainable AAC practices,
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti: During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were among main team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. These individuals were integral to identifying families who had a family member with a disability and inviting them to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities. Many individuals in Haiti believe that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gathering causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities area valued, and seeking to optimize their daily function.
![](\"https://communicationmatrix.org/Uploads/temp/iTOT%20pastor%20in%20classroom.jpg\")
Although the pastors and teachers were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and therapy and medical teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, classroom supplies could be purchased and an interdisciplinary team could complete visits to complete teacher trainings and individual consults for children with complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
![](\"https://communicationmatrix.org/Uploads/temp/ITOTinc_Classroom_Oct2015.jpg\")
This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following topics: fostering team and community collaboration, investigating the strengths, needs, and goals of all stakeholders, providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and sustainable AAC practices.
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti:
During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were key team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. Pastors were integral to identifying families who had a child with a disability and inviting these children to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities which was, at times, counter-cultural to their communities. Many individuals in the communities we served believed that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gatherings causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities are valued, and seeking to optimize these children's community participation.
Although the pastors were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, teachers were hired, classroom supplies could be purchased, and an interdisciplinary team could visit to complete teacher trainings and individual consultations with children who experienced complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
References:
Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: supporting children & adults with complex communication needs. Paul H. Brookes Publishing Co.: Baltimore,
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Crowley, C., Baigorri, M., Ntim, C., Bukari, B., Oseibagyina, A., Litcher, E., Paintsil, A., Ampomah, O.W., & Laing, A. (2013). Collaborations to address barriers for people with communication disabilities in Ghana: Considering the World Report on Disability. International Journal of Speech-Language Pathology, 15, 53-57.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-12T20:43:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":225,"collectionID":112,"postID":9776,"quote":"This post explores a key element to providing AAC services in low-resource areas: fostering teamwork and collaborations in the community."}]},{"postID":9777,"title":"Investigating Strengths, Needs, and Goals in Low-Resource Areas","body":"This post continues to explore key topics related to providing augmentative and alternative (AAC) services within low-resource areas.
Once the impact of poverty is assessed and team collaborations are formed, it is essential that clinicians investigate the strengths, needs, and goals of all stakeholders. Once this information is obtained it can be integrated with evidence-based practice to implement meaningful and culturally sensitive instruction to children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
An important start to developing culturally meaningful AAC interventions is the investigation of the strengths, needs, and goals of all stakeholders.
In recent online focus groups, Muttiah, McNaughton, and Drager (2016) found that professionals who have experience providing services in low- and middle-income nations place an emphasis on learning stakeholders' \"knowledge, perspectives, and needs\" (p. 5) prior to implementing AAC instruction. To do so, it is recommended that speech-language pathologists (SLPs) intentionally learn, identify, and openly acknowledge the strengths and supports available to children with CCN and their communication partners. Often, SLPs and related professionals tend focus on deficits experienced by children with CCN instead of their strengths and skills (Light & McNaughton, 2015). However, when professionals use an asset-based approach to consider the child's and family's strengths and supports, it may increase stakeholders' engagement in sustainable communication practices (Alant, 2005) and may also maximize long-term communication outcomes of children with CCN (Light & McNaughton, 2015).
Muttiah and colleagues (2016) report that to better understand the perspectives, experiences, and needs of stakeholders, a needs assessment can be completed. Furthermore, observing individuals with CCN and their partners interact in natural contexts and routines may provide rich information about current strengths, barriers, and needs (Muttiah et al., 2016). This might be a challenge if professionals are providing services within a short-term volunteer trip; however, observation can be a powerful tool to assess the meaningfulness and appropriateness of interventions. Time taken to observe natural patterns in communication is well worth the time investment.
Case Example:
On each trip to visit the Haitian classrooms, the American educators met all of the teachers who worked in the classrooms to provide in trainings and learn more about the specific classrooms. Each teacher was a native speaker of Haitian Creole so an interpreter was used to facilitate interactions in both Haitian Creole and English. During these meetings, teachers would state that they needed additional classroom supplies such as chalkboards, chalk, and paper to more effectively engage with their students. When meeting the students for the first time, team members took time to observe the teachers and many parents interact with the child during play. We would also observe if and how the children would play with each other. I took note of supports and barriers to communication in each of these scenarios and began to develop techniques that could be easily implemented for future training opportunities.
The classroom teachers reported that many of the students in their classes had limited to no functional speech. However, when I asked the teachers \"what are other ways that the children communicate if they cannot talk?\", I was met with puzzled facial expressions and responses such as \"they do not know how to communicate, they do not talk\". This created a fantastic opportunity to explore the variety of unaided AAC techniques these children and teachers were already engaging in (e.g., smiling to indicate \"that was fun\", reaching to indicate \"I want that\") as a springboard to introduce new unaided and aided AAC strategies (e.g., offering choices to between objects, use of eye pointing, shared storyreading techniques). Once the teachers were able to verbalize and demonstrate basic AAC techniques, I began to train specific techniques that could be implemented with each child with CCN.
![\"Teacher](\"https://communicationmatrix.org/Uploads/temp/shared%20storyreading%20itot.jpg\")
Although the classrooms did not have an abundance of physical resources and many of the children were unable to speak to interact with their peers, they possessed incredible strengths of collaboration and selflessness. If it had not been for taking the time to mindfully observe the children, parents, and teachers interact, I may have not have fully acknowledged these strengths. During short periods of observations, I witnessed parents and pastors watching with joy as the students with disabilities played together for the first time. Adolescents who were nonverbal and had never attended school until that week imeediately took a leading role caring for younger students. These older students would play with the young children, show them how to play with toys, make them giggle, and alert the teachers through gestures if the young students needed help. It was wonderful to see these older students engage in a valued role in the classroom and use this as a starting point for expanding their communication skills.
![](\"https://communicationmatrix.org/Uploads/temp/josie%20itot.jpg\")
References
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Light, J., & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31, 85-96.
Muttiah, N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-13T00:57:15.447","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":226,"collectionID":112,"postID":9777,"quote":"Another key to providing AAC services in low-resource areas is thoroughly investigating the strengths, needs, and goals of each individual"}]},{"postID":9778,"title":"Sustainable AAC Practices in Low-Resource Areas","body":"This is the final post of the current collection exploring augmentative and alternative (AAC) services in low-resource areas.
Once the impact of poverty is assessed, team collaborations are formed, and the strengths, needs, and goals of all stakeholders are assessed, it is time to implement sustainable AAC instruction and intervention! It is vital to integrate the knowledge obtained above with evidence-based practices to implement culturally meaningful intervention with children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
AAC Instruction in Low-Resource Areas:
Regardless of setting, many families and professional possess limited awareness that AAC strategies can optimize communication effectiveness (Light & McNaughton, 2012). If these individuals are unaware that AAC techniques have the potential to improve communication function, they may be reluctant to participate in activities that train AAC strategy use (Kent-Walsh & McNaughton, 2005). Many students with CCN in low-resource nations may never have attended schools let alone participated in speech therapy before. It is essential that SLPs allow families times to acclimate to interacting with professionals, if for the first time. Furthermore, SLPs should also address the basic principles of communication, AAC options, and demonstrate the power of communication strategies to ensure commitment to long-term use of AAC strategies (Muttiah, McNaughton, & Drager, 2016). As in any instructional program, commitment is an integral first step in the learning process (Kent-Walsh & McNaughton, 2005).
Muttiah and colleagues (2016) found that AAC experts who provide services in low- and middle-income nations report that focusing on foundational AAC principles (e.g., use of multiple modalities) and integrating AAC into daily routines (e.g., using communication boards in a religious activity such as singing or praying) can be a key to success. The International Classification of Functioning, Disability and Health: Children & Youth Version (ICF-CY; World Health Organization, 2007) can also be a resource to assist SLPs in making decisions to select intervention areas to maximize a child's community participation while considering impact of culture and current level of function (Fannin, 2016).
Sustainability:
When SLPs from high-resource nations participate in short-term service trips, it is important to remember that they will be present for a minute portion of a child's daily life. This fact should not necessarily lead to discouragement but, instead, a solemn reminder about the necessity of efficient, high-quality AAC services for long-term positive impact on the lives of children who have CCN. McConkey (2005, p. 148) recommends that SLPs should intentionally select AAC interventions that are essential, feasible, and meaningful in low-resource settings instead of \"striving to emulate what happens elsewhere\" (i.e., high-resource nations). This is not to claim that AAC specialists should have lower standards of care, lower expectations for individuals, or try less in these low-resource settings. Instead, SLPs should be realistically evaluate what can be accomplished in the allotted amount of time, identify powerful interventions to maximize intervention and instruction time, and use an assets-based approach (Alant, 2005) to deliver high-quality, efficient services.
Partner Instruction: High-quality AAC partner training consists of obtaining a partner's commitment to learning AAC strategies, strategy demonstration and explicit instruction by the SLP, and multiple opportunities for the partner to practice the strategy in real-world settings given a gradual fading of feedback and training supports by the SLP (Kent-Walsh & McNaughton, 2005). When time is of the essence, it is essential that partners are able to quickly practice newly trained AAC strategies (e.g., providing aided AAC modeling, using shared storybook reading strategies) in natural settings to have opportunities to receive feedback from SLPs to boost confidence and long-term implementation. These key communication partners may be selected as future trainers of AAC strategies once SLPs are no longer available (e.g., Bornman, Alant, & Lloyd, 2007) and to do so effectively,must be confident in this role.
Social Validation: Throughout the intervention process, use of social validation procedures with all stakeholders in the communication process can be critical to evaluation of the meaningfulness, relevance, and usefulness of the AAC instruction used (Light & Binger, 1998). Recall in the discussion of cultural humility that professionals are encouraged to maintain openness to the opinions and perspectives of others. When stakeholders, including families and individuals with CCN, are able to provide feedback to professionals, AAC instruction, systems, and techniques can be changed to better suit the unique needs of a community and make future AAC interventions more efficient.
Case Example:
On the short-term trips to set up classrooms in Haiti, the American team was able to provide services for a maximum of one week. The major focus of the trips were to provide training opportunities for the teacher so that she can be empowered to confidently run her classroom and incorporate basic communication, positioning, and learning strategies. I have found that parents and teachers quickly observe the successes of therapy when observing our physical and occupational therapists provide mobility and positioning devices to children who have significant motor and communication challenges. Although this may seem unrelated to communication, it helped demonstrate to communication partners the power of therapy on helping a child better participate in the classroom. Seeing successes helped to foster a spirit of commitment to learning additional strategies (e.g., AAC techniques).
![](\"https://communicationmatrix.org/Uploads/temp/learning%20to%20walk.jpg\")
Once they were able to observe children with significant needs become active participants in the classroom, I could better engage with teachers about specific AAC techniques that could further optimize participation in class activities. For example, when in a group training, I created challenges for the teachers to think of a student in their classroom who could not speak and brainstorm at least one way the student uses to communicate without using words (e.g., eye pointing, smiling, crying). In the classroom context, I worked directly with a teacher to use \"think alouds\" to describe the current communication attempts of a child and then describe techniques to expand the child's current communication skills. Many of the techniques discussed were seemingly basic; however, it allowed the teacher to quickly implement strategies (e.g., use of expectant delay, offering additional communication opportunities to children with CCN), create materials (e.g., draw pictures, create name and word cards), and integrate these within natural and culturally appropriate activities of her choice (e.g., group singing activities).
![](\"https://communicationmatrix.org/Uploads/temp/teacher%20materials%20itot.jpg\")
![](\"https://communicationmatrix.org/Uploads/temp/dancing%20in%20itot%20classroom.jpg\")
![](\"https://communicationmatrix.org/Uploads/temp/friends.jpg\")
References:
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Fannin, D.K. (2016). The intersection of culture and ICF-CY personal and environmental factors for alternative and augmentative communication. SIG 12 Perspectives on Augmentative and Alternative Communication, 1, 63-82.
Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21 195-204.
Light, J.C., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes Publishing Company, Inc.
Light, J., &McNaughton, D. (2012). The changing face of augmentative and alternative communication: Past, present, and future challenges. Augmentative and Alternative Communication, 28, 197-204.
McConkey, R. (2005). Service delivery in low-income countries. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 131-154). Philadelphia, PA: Whurr Publishers Ltd.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
World Health Organization. (WHO Workgroup for development of version of ICF for Children & Youth). (2007). International Classification of Functioning, Disability and Health Children and Youth Version (ICF-CY). Geneva: WHO.
","userID":25396,"timestamp":"2017-05-13T03:38:25.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2330,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":227,"collectionID":112,"postID":9778,"quote":"This is the final post of this collection and highlights the importance of sustainable AAC practices in low-resource areas."}]},{"postID":11853,"title":"AAC Services for Children in Inpatient Medical Settings","body":"Many children with severe communication disabilities rely on alternative and augmentative communication (AAC) strategies (i.e., any method of communication other than oral speech) to communicate with health care personnel during inpatient hospital stays. However, frequent communication breakdowns with staff and limited access to communication supports place these children at increased risk for negative experiences and poor health outcomes (Blackstone, Beukelman, & Yorkston, 2015; Zubow & Hurtig, 2013). Individuals with complex communication needs are at three times more risk of experiencing preventable adverse medical events when in the hospital (Bartlett, 2008). Examples of such events range from adverse medication reactions, patient falls, and pressure ulcers (Hurtig & Alper, 2016).
During a recent investigation, Zubow and Hurtig (2013) reported that a third of conscious adults and children in intensive care units at a large tertiary health care system (a) were unable to access a nurse call system to request assistance and (b) could not speak due to mechanical intubation. The authors only included individuals who were AAC or assistive technology (AT) candidates for the first time. Patients who required AAC support prior to the inpatient stay and individuals who sustained a recent stroke or traumatic brain injury were excluded (Zubow & Hurtig, 2013). Therefore, it is reasonable to infer that one third represents a low estimate of all individuals who experience severe communication challenges in the hospital setting.
In addition to limited access to AAC/AT tools in the hospital, time constraints and limited staff communicative competence also have been identified as barriers to supporting the communication needs and participation of children with complex communication needs and their families in hospitals (Gormley & Light, 2017; Hemsley & Balandin, 2014). In a recent online focus group of speech-language pathologists (SLPs) who provided services within inpatient rehabilitation facilities, participants reported that time constraints limited the quality and quantity of services addressing communication needs (Gormley & Light, 2017). Examples included short lengths of hospital stays for patients, high productivity expectations for providers, and limited time for providers to program, trial, and customize AAC systems (Gormley & Light, 2017). Further complicating the situation, many health care professionals, including SLPs who are often regarded as “leaders” of AAC teams, report minimal training in pre-service AAC training (Burns et al., 2017; Costigan & Light, 2010) and/or in-service AAC training (Gormley & Light, 2017).
Family-Centered AAC Services to Improve Child and Family Outcomes in Medical Settings
Pediatric hospitals are mandated to provide services that meet the unique needs of all patients, including those with a severe communication disability (Commission of Accreditation of Rehabilitation Facilities, 2016; The Joint Commission, 2010). To achieve this mandate, pediatric hospitals should incorporate best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010). Family-centered services are comprised of a set of attitudes that assume (a) parents are experts of their children and desire the best for their children, (b) each family is unique, and (c) optimal child and family functioning occurs within a supportive community context (King et al., 2004a). These assumptions translate to practice when professionals consider families’ strengths and needs, treat families with dignity and respect, provide information to families to allow for informed decisions about their child’s care, and partner with families to share decision-making power (King et al., 2004; King, King, & Rosenbaum, 2004; Dunst, 2002). Unfortunately, these assumptions may not consistently be implemented in practice (King, Williams, & Goldberg, 2017). As King, and colleagues (2017, p.2) aptly stated, “despite widespread endorsement of family-centered care, the needs of parents of children with disabilities can be overshadowed by a focus on direct services for the child.”
In health care settings, such as pediatric hospitals, past investigations suggest that implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). To promote implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. This framework as well as general practice suggestions for AAC providers in medical settings can be found in the next post of this collection.
AAC Supports and Resources within Inpatient Medical Settings
Despite the many barriers to implementing AAC services, a growing body of research suggests that use of AAC supports can improve the experiences of children with complex communication needs and their families in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be a frightening for an individual of any age; however, “children are not small adults” (Costello et al., 2015, p. 190) and they experience stress differently than adults. As such, children can benefit from (a) health care providers who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015) and (b) access to communication supports that aid in both comprehension and expression of these developmentally appropriate concepts.
Gaynard and colleagues (1990) recommended that, to reduce child stress in hospital settings, health care providers should use strategies to support (a) the child’s sense of control and (b) the child’s developmentally-appropriate and active participation in daily care. Offering high- or low-tech AAC supports to children with complex communication needs within the hospital setting may be one way to increase the child’s sense of control and age-appropriate, active participation in their stay by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures (Costello, Patak, & Pritchard, 2010). The final post of this collection outlines recommendations and available AAC resources that can be used to support children with complex communication needs, their families, and health care providers within the inpatient environment.
References:
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., & MacGibbon, B. (2008). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. Canadian Medical Association Journal, 179, 1555-1562.
Blackstone, S.W., Beukelman, D.R., & Yorkston, K.M. (eds.). (2015). Patient-provider communication: Roles for speech-language pathologists and other health care professionals. San Diego, CA: Plural Publishing Inc.
Burns, M., Baylor, C., & Yorkston, K. (2017). Patient-provider communication training for dysarthria: Lessons learned from student trainees. Seminars in Speech & Language Disorders, 38, 229-238.
Commission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Costigan, A., & Light, J. (2010). Effect of Seated Position on Upper-Extremity Access to Augmentative Communication for Children With Cerebral Palsy: Preliminary Investigation. American Journal of Occupational Therapy, 64, 596–604.
Cox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
Dunst, C. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36, 141-149.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
Hurtig, R.R., & Alper, R.M. (2016, November). The impact of communication barriers on adverse events in hospitalized patients. Paper presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
The Joint Commission. (2010). Advancing effective communication, cultural competence, and
patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/... RoadmapforHospitalsfinalversion 727.pdf
King, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
King, S., King, G., & Rosenbaum, P. (2004). Evaluating health service delivery to children with chronic conditions and their families: Development of a refined measure of processes of care (MPOC-20). Children’s Health Care, 33, 35-57.
King, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
King, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
King, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
Zubow, L., & Hurtig, R. (2013). A demographic study of AAC/AT needs in hospitalized patients. Perspectives in AAC, 22, 79-90.
","userID":25396,"timestamp":"2017-12-19T22:48:56.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4505,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":297,"collectionID":112,"postID":11853,"quote":"This is the first of a series of posts introducing barriers and supports to providing AAC services to children with complex communication needs within inpatient medical settings"},{"collectionItemID":298,"collectionID":136,"postID":11853,"quote":"This is the first post in a series discussing the barriers and supports to AAC services for children in inpatient medical settings. "}]},{"postID":11866,"title":"Family-Centered AAC Services in Inpatient Medical Settings","body":"As mentioned in the previous post (https://communicationmatrix.org/Community/Posts/Content/11853), pediatric hospitals are mandated by a variety of accrediting organizations to deliver services that meet the unique communication needs of all patients; thus, clinicians are implored to use the best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010).
\nFamily-Centered AAC Services
\nPractitioners who implement family-centered services assume that (a) parents are experts of their children. (b) parents seek the best for their children, (c) each family is unique, and (d) optimal child outcomes emerge within a supportive community context (King et al., 2004). When these assumptions are upheld, practitioners can then deliver the core principles of family-centered services outlined in King and colleagues (2004):
\nIn pediatric health care settings, implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). In a variety of settings, these services are also linked to increased perceptions of family self-efficacy, increased family empowerment, and improved child behavior and functional outcomes (Dunst, Trivette, & Hamby, 2007). Unfortunately, these practices may not be consistently implemented in pediatric rehabilitation (King, Williams, & Goldberg, 2017) or in AAC service delivery (e.g., Mandak & Light, 2017). Often, a child-focused approach or clinician-directed approach to services are implemented with the needs of the family “overshadowed” (King et al., 2017).
\n
Family-Centered AAC Tools and Clinical Practice Suggestions:
\nTo promote the implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. Within this article, practitioners can learn more about family-centered services as well as AAC assessment and intervention tools that support family-centered clinical practices. A streamlined view of these principles, tools, and clinical practices can be found by clicking the following link: http://aac.psu.edu/wp-content/uploads/2016/11/ASHA2016_FamilySystemsFramework_MandakONeillLight.pdf.
\nFor up-to-date research alerts in the area of family-centered AAC research, feel free to check out the “Family-Centered AAC Research” facebook page at https://www.facebook.com/familycenteredAAC/
\n
Family-Centered AAC Services in Inpatient Medical Settings:
\nThe Family System and Inpatient Medical Settings:
\nTo deliver effective family-centered services and evaluate communication effectiveness within a healthcare environment, one must first recognize the child as a single element within a broader family context. As such, family systems theorists propose wholism, or the concept that the family can only be fully understood when viewed as a “complex, integrated whole” (Minuchin, 1988, p.8). When any element of the family is considered out of its context (e.g., focusing solely on a child’s communication with a health care provider without simultaneously considering the parent’s role in the communication process) an “incomplete picture” that cannot give adequate information for care may result (Minuchin, 1985). Furthermore, due to the complexity and interconnected nature of the family system, interdependence, or the inextricable link of family members within the broad family system (Minuchin, 1985), suggests that a change experienced by one family member reverberates throughout the entire system and subsequently affects all members (Minuchin, 1985).
\nWithin a family system, individuals are affected by the dynamic interplay of personal relationships, or subsystems (e.g., child-parent; Minuchin, 1985). Within each subsystem, interactional patterns among family members which form bidirectional feedback loops of behaviors emerge during communicative exchanges over time. (Minuchin, 1985). However, Minuchin (1985) also indicated that identification of such communicative patterns may be a helpful first step in a therapeutic setting to serve as a “point of entry” for future intervention.
\nClinical Example: A young child who recently sustained a traumatic brain injury and is no longer is able to communicate using speech may vocalize “ba ba” to indicate he needs to use the bathroom. However, his mother does not understand this vocalization and instead offers the child a ball. The child then starts screaming in frustration and hits the ball which, in turn, the mother yells “Why can’t you just talk! I don’t know what you want!” In future interactions, this pattern of negative verbalizations and challenging behavior may continually emerge when the pair experiences communication breakdowns. A speech-language pathologist may recognize the negative communicative pattern emerging between the young child and his mother and offer the child an AAC system comprised of pictures of items within the room, including “bathroom.” Now the child can point to the picture when he says “ba ba” and the mother can recognize this communicative act as a request to use the bathroom, thus breaking the cycle and improving the communicative exchange.
\nWhen considering a child’s participation within the rehabilitation experience, service providers and researchers alike must move towards better understanding the factors within health care that affect the entire family unit and not solely focus on the child. Just as the child is a single element within a complex family system; a family is a single element that is embedded within a set of larger systems such as a health care or education system (Bronfenbrenner, 1979). Factors such as social policies governing relational networks (e.g., hospital staffing) and socio-cultural beliefs also drastically affect individuals in the family system and health care system (Bronfenbrenner & Ceci, 1994). A child must be considered within this broad, complex, interconnected, and dynamic context (Bronfenbrenner & Ceci, 1994), first starting with the family system and extending to the larger health care context (Minuchian, 1985; King et al., 2004).
For a brief outline of a variety of systemic factors affecting the delivery of services to individuals with complex communication needs in the inpatient rehabilitation setting, check out: https://rerc-aac.psu.edu/wp-content/uploads/2017/11/Gormley_Online-Focus-Group-AAC-and-Inpatient-Rehab_ASHA2017_.pdf
Parents as “Interpreters”
\nAlthough, the relational dynamics among all involved parties – children, families, and providers – critically impact the rehabilitation experience as well as family and child outcomes (Dunst, Trivette, & Hamby, 2007; King et al., 2017), these dynamics are not well understood when a child with complex communication needs is involved (Hemsley & Balandin, 2014). However, qualitative evidence has emerged that parents often serve as “interpreters” of their child’s communicative acts in the hospital setting when the child has a severe communication disability (e.g., Hemsley, Kuek, Bastock, Scarinci, & Davidson, 2013). When parents assume this role in the hospital setting, they can support health care providers to more effectively and efficiently communicate with the child.
\nClinical Example: When a nurse is attempting to feed a two-year-old girl with cerebral palsy, the girl’s mother may educate the nurse that when her daughter vocalizes, looks away, and extends her arm forward, this is a signal for “stop.” With this new knowledge, the nurse can pause before placing additional food into the child’s mouth and reduce the child’s discomfort during feeding. In this example, the nurse including the mother in the feeding session, acknowledging the child’s mother as an expert of the child, and respecting the child’s nonverbal communicative act is a demonstration of a family-centered AAC service (Mandak, O’Neill, Light, & Fosco, 2017).
\nKey Research Findings:
Recommendations:
\nReferences:
Beukelman, D., & Ray., P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation: An Interdisciplinary Approach, 3, 279-288
Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press
Bronfenbrenner, U., & Ceci, S. (1994). Nature-nurture reconceptualized: a bioecological model.Psychological Review, 101, 568-586.
\nCommission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation: Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
\nCox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
\nCress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in language disorders, 24, 51-61.
\nDunst, C.J., Trivette, C.M., & Hamby, D.W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13. 370-378.
\nGormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
\nHemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
\nHemsley, B., Kuek, M., Bastock, K., Scarinci, N., & Davidson, B. (2013). Parents and children with cerebral palsy discuss communication needs in hospital. Developmental Rehabilitation, 16, 363-374.
\nThe Joint Commission. (2010). Advancing effective communication, cultural competence, and patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/ RoadmapforHospitalsfinalversion 727.pdf
\nKing, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
\nKing, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
\nKing, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
\nKing, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
\nMandak, K., & Light, J. (2017). Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. Journal of Autism and Developmental Disorders. Advanced Online Publication.
\nMandak, K., O’Neill, T., Light, J. (2016, November). Bridging the gap from values to actions: A family systems framework for family-centered AAC early-intervention services. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
\nMandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
\nMcNaughton, D., & Beukelman, D. (2010). Transition strategies for adolescents and young adults who use AAC. Baltimore, MD: Paul H. Brooks.
\nMinuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289-302.
\nMinuchin, P. (1988). Relationships within the family: A systems perspective on development. In Hinde, R.A. & Stevenson-Hinde, J. (Eds.), Relationships within families: Mutual influences (p. 7-26). Oxford: Clarendon.
\nRosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
","userID":25396,"timestamp":"2017-12-22T19:15:48.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2013,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":299,"collectionID":112,"postID":11866,"quote":"This post outlines a brief explanation of family-centered services as applied to AAC and the inpatient medical setting as well as clinical examples and recommendations for this setting."},{"collectionItemID":300,"collectionID":136,"postID":11866,"quote":"The post outlines family-centered AAC services and its application to the inpatient medical setting. Clinical recommendations and examples are also provided."}]},{"postID":11895,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
According to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
As Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
In a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:25:20.863","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11896,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
\nAccording to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
\nAs Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
\nIn a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
\n“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\n\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:26:46.52","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4225,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":301,"collectionID":136,"postID":11896,"quote":"This post provides free resources for clinicians and families to support the communication needs of children who benefit from AAC supports in inpatient medical settings."}]}],"Posts1":[{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing
services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the resent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources
areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media
outlets depicting the horrific aftermath of the 2010 earthquake in its capital
city of Port-au-Prince. I viewed countless news stories and pleas for
assistance and wondered: how can I, as a speech-language pathologist help?
Little did I know that in 2014, I would discover how I can serve individuals
who experience CCN in Port-au-Prince. My life was radically changed and many of
my viewpoints shifted as I witnessed the effects of extreme poverty on
individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a
non-profit organization called International Therapy Outreach, Inc. that
routinely sends interdisciplinary teams of professionals from the United States
to start classrooms for children with disabilities in Port-au-Prince and
surrounding areas. Many of these new classrooms are in
displaced persons’ communities otherwise referred to by locals as “tent cities.”
These communities are called “tent cities” as many of the housing structures
are made from tent materials provided by the early relief efforts from the
2010. The majority of families living in these communities earn income below
the international poverty line.
Typically, seven to
fourteen children with some form of disability attend each classroom. Children’s ages range from two to
twenty-eight years in these programs. I worked as an SLP within the team to
provide training to the teachers and community members to support the
communication skills of the children with a variety of disabilities. Many of
these children had never participated in a classroom setting, were stigmatized within
their community due to their disability, and were living in extreme poverty
with limited access to clean water, nutrition, and medical care. During these
trips, I witnessed enormous need resulting from extreme poverty as well as the
extraordinary power of collaboration and community that arose despite overwhelming
adversity.
AAC
Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series
of AAC practice recommendations for providing services to individuals with CCN,
their family members, and communication partners.
References:
Battle, D.E.
(2012). Communication disorders in a multicultural and global society. In
Battle, D.E. (Ed.), Communication disorders in multicultural and
international populations (4th Ed.) (pp. 2-19). St. Louis:
Elsevier Mosby.
Danquah, L.,
Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien,
P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and
inequality in access in services. Disability
and Rehabilitation, 37, 1082-1089. doi:
10.3109/09638288.2014. 956186
Light, J. &
McNaughton, D. (2014). Communicative competence for individuals who require
augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and
Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A.
(2015). Evaluating an AAC training for
special education teachers based in a low-resource context. (Doctoral
Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah,
N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka:
A snapshot of three provinces. Disability
Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., &
Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural
perspective (2ns Ed.) (pp. 379-404). Thousand
Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated
systemic social change. New York, NY: Springer Science & Business Media.
United Nations
Children’s Fund. (2016). The state of the
world’s children 2016: A fair chance for every child. Retrieved on 2
December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health
Organization and The World Bank. (2011). World
Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister,
L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of
the world report on disability for responding to communication disability in
under-served populations. International
Journal of Speech-Language Pathology, 15, 1-13. doi:
10.3109/17549507.2012.745164
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:02.447","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9766,"title":"Introduction to Providing AAC Services to Individuals Who Experience Extreme Poverty","body":"Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:23.573","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1596,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":221,"collectionID":112,"postID":9766,"quote":"This post provides a brief overview about poverty experienced by many individuals with disabilities who live in low- and -middle-income nations. It also provides a quick introduction to my experiences providing services in Haiti. "}]},{"postID":9768,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:23.93","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9769,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:32.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5834,"postID":9769,"userID":2016,"timestamp":"2017-05-11T00:33:14.013"}],"PostCollectionItems":[{"collectionItemID":223,"collectionID":112,"postID":9769,"quote":"Use of a cultural humility approach can be essential to fostering collaborative, sensitive, and meaningful AAC services in low-resource areas. This post provides a brief discussion about the basics of cultural humility."}]},{"postID":9771,"title":"Considerations for AAC Services In Low-Resource Areas: (1) Impact of Poverty on the Family (2) Access to Goods and Services","body":"In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas were many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas were many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
Connect
families to other professionals, organizations, and community members that can
assist to increase consistent access to health care, clean water, nutrition, etc.;
creatively utilize inexpensive low-tech aided AAC materials (e.g., construction
paper, pencils for hand-drawing, and clear tape) to create individualized and
appropriate communication systems
In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas where many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
","userID":25396,"timestamp":"2017-05-12T02:01:09.547","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9774,"title":"AAC Services in Low-Resource Areas: Impact of Poverty on the Family and Access to Goods and Services","body":"In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas where many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
","userID":25396,"timestamp":"2017-05-12T02:01:15.483","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1960,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":224,"collectionID":112,"postID":9774,"quote":"This is first in a series of posts about considerations for providing AAC services in low-resource areas."}]},{"postID":9775,"title":"Fostering Team and Community Collaboration in Low-Resource Areas","body":"This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following four topics:
1. fostering team and community collaboration,
2. investigating the strengths, needs, and goals of all stakeholders,
3. providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and
4. sustainable AAC practices,
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti: During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were among main team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. These individuals were integral to identifying families who had a family member with a disability and inviting them to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities. Many individuals in Haiti believe that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gathering causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities area valued, and seeking to optimize their daily function.
Although the pastors and teachers were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and therapy and medical teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, classroom supplies could be purchased and an interdisciplinary team could complete visits to complete teacher trainings and individual consults for children with complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following topics: fostering team and community collaboration, investigating the strengths, needs, and goals of all stakeholders, providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and sustainable AAC practices.
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti:
During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were key team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. Pastors were integral to identifying families who had a child with a disability and inviting these children to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities which was, at times, counter-cultural to their communities. Many individuals in the communities we served believed that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gatherings causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities are valued, and seeking to optimize these children's community participation.
Although the pastors were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, teachers were hired, classroom supplies could be purchased, and an interdisciplinary team could visit to complete teacher trainings and individual consultations with children who experienced complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
References:
Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: supporting children & adults with complex communication needs. Paul H. Brookes Publishing Co.: Baltimore,
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Crowley, C., Baigorri, M., Ntim, C., Bukari, B., Oseibagyina, A., Litcher, E., Paintsil, A., Ampomah, O.W., & Laing, A. (2013). Collaborations to address barriers for people with communication disabilities in Ghana: Considering the World Report on Disability. International Journal of Speech-Language Pathology, 15, 53-57.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-12T20:43:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":225,"collectionID":112,"postID":9776,"quote":"This post explores a key element to providing AAC services in low-resource areas: fostering teamwork and collaborations in the community."}]},{"postID":9777,"title":"Investigating Strengths, Needs, and Goals in Low-Resource Areas","body":"This post continues to explore key topics related to providing augmentative and alternative (AAC) services within low-resource areas.
Once the impact of poverty is assessed and team collaborations are formed, it is essential that clinicians investigate the strengths, needs, and goals of all stakeholders. Once this information is obtained it can be integrated with evidence-based practice to implement meaningful and culturally sensitive instruction to children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
An important start to developing culturally meaningful AAC interventions is the investigation of the strengths, needs, and goals of all stakeholders.
In recent online focus groups, Muttiah, McNaughton, and Drager (2016) found that professionals who have experience providing services in low- and middle-income nations place an emphasis on learning stakeholders' \"knowledge, perspectives, and needs\" (p. 5) prior to implementing AAC instruction. To do so, it is recommended that speech-language pathologists (SLPs) intentionally learn, identify, and openly acknowledge the strengths and supports available to children with CCN and their communication partners. Often, SLPs and related professionals tend focus on deficits experienced by children with CCN instead of their strengths and skills (Light & McNaughton, 2015). However, when professionals use an asset-based approach to consider the child's and family's strengths and supports, it may increase stakeholders' engagement in sustainable communication practices (Alant, 2005) and may also maximize long-term communication outcomes of children with CCN (Light & McNaughton, 2015).
Muttiah and colleagues (2016) report that to better understand the perspectives, experiences, and needs of stakeholders, a needs assessment can be completed. Furthermore, observing individuals with CCN and their partners interact in natural contexts and routines may provide rich information about current strengths, barriers, and needs (Muttiah et al., 2016). This might be a challenge if professionals are providing services within a short-term volunteer trip; however, observation can be a powerful tool to assess the meaningfulness and appropriateness of interventions. Time taken to observe natural patterns in communication is well worth the time investment.
Case Example:
On each trip to visit the Haitian classrooms, the American educators met all of the teachers who worked in the classrooms to provide in trainings and learn more about the specific classrooms. Each teacher was a native speaker of Haitian Creole so an interpreter was used to facilitate interactions in both Haitian Creole and English. During these meetings, teachers would state that they needed additional classroom supplies such as chalkboards, chalk, and paper to more effectively engage with their students. When meeting the students for the first time, team members took time to observe the teachers and many parents interact with the child during play. We would also observe if and how the children would play with each other. I took note of supports and barriers to communication in each of these scenarios and began to develop techniques that could be easily implemented for future training opportunities.
The classroom teachers reported that many of the students in their classes had limited to no functional speech. However, when I asked the teachers \"what are other ways that the children communicate if they cannot talk?\", I was met with puzzled facial expressions and responses such as \"they do not know how to communicate, they do not talk\". This created a fantastic opportunity to explore the variety of unaided AAC techniques these children and teachers were already engaging in (e.g., smiling to indicate \"that was fun\", reaching to indicate \"I want that\") as a springboard to introduce new unaided and aided AAC strategies (e.g., offering choices to between objects, use of eye pointing, shared storyreading techniques). Once the teachers were able to verbalize and demonstrate basic AAC techniques, I began to train specific techniques that could be implemented with each child with CCN.
Although the classrooms did not have an abundance of physical resources and many of the children were unable to speak to interact with their peers, they possessed incredible strengths of collaboration and selflessness. If it had not been for taking the time to mindfully observe the children, parents, and teachers interact, I may have not have fully acknowledged these strengths. During short periods of observations, I witnessed parents and pastors watching with joy as the students with disabilities played together for the first time. Adolescents who were nonverbal and had never attended school until that week imeediately took a leading role caring for younger students. These older students would play with the young children, show them how to play with toys, make them giggle, and alert the teachers through gestures if the young students needed help. It was wonderful to see these older students engage in a valued role in the classroom and use this as a starting point for expanding their communication skills.
References
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Light, J., & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31, 85-96.
Muttiah, N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-13T00:57:15.447","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":226,"collectionID":112,"postID":9777,"quote":"Another key to providing AAC services in low-resource areas is thoroughly investigating the strengths, needs, and goals of each individual"}]},{"postID":9778,"title":"Sustainable AAC Practices in Low-Resource Areas","body":"This is the final post of the current collection exploring augmentative and alternative (AAC) services in low-resource areas.
Once the impact of poverty is assessed, team collaborations are formed, and the strengths, needs, and goals of all stakeholders are assessed, it is time to implement sustainable AAC instruction and intervention! It is vital to integrate the knowledge obtained above with evidence-based practices to implement culturally meaningful intervention with children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
AAC Instruction in Low-Resource Areas:
Regardless of setting, many families and professional possess limited awareness that AAC strategies can optimize communication effectiveness (Light & McNaughton, 2012). If these individuals are unaware that AAC techniques have the potential to improve communication function, they may be reluctant to participate in activities that train AAC strategy use (Kent-Walsh & McNaughton, 2005). Many students with CCN in low-resource nations may never have attended schools let alone participated in speech therapy before. It is essential that SLPs allow families times to acclimate to interacting with professionals, if for the first time. Furthermore, SLPs should also address the basic principles of communication, AAC options, and demonstrate the power of communication strategies to ensure commitment to long-term use of AAC strategies (Muttiah, McNaughton, & Drager, 2016). As in any instructional program, commitment is an integral first step in the learning process (Kent-Walsh & McNaughton, 2005).
Muttiah and colleagues (2016) found that AAC experts who provide services in low- and middle-income nations report that focusing on foundational AAC principles (e.g., use of multiple modalities) and integrating AAC into daily routines (e.g., using communication boards in a religious activity such as singing or praying) can be a key to success. The International Classification of Functioning, Disability and Health: Children & Youth Version (ICF-CY; World Health Organization, 2007) can also be a resource to assist SLPs in making decisions to select intervention areas to maximize a child's community participation while considering impact of culture and current level of function (Fannin, 2016).
Sustainability:
When SLPs from high-resource nations participate in short-term service trips, it is important to remember that they will be present for a minute portion of a child's daily life. This fact should not necessarily lead to discouragement but, instead, a solemn reminder about the necessity of efficient, high-quality AAC services for long-term positive impact on the lives of children who have CCN. McConkey (2005, p. 148) recommends that SLPs should intentionally select AAC interventions that are essential, feasible, and meaningful in low-resource settings instead of \"striving to emulate what happens elsewhere\" (i.e., high-resource nations). This is not to claim that AAC specialists should have lower standards of care, lower expectations for individuals, or try less in these low-resource settings. Instead, SLPs should be realistically evaluate what can be accomplished in the allotted amount of time, identify powerful interventions to maximize intervention and instruction time, and use an assets-based approach (Alant, 2005) to deliver high-quality, efficient services.
Partner Instruction: High-quality AAC partner training consists of obtaining a partner's commitment to learning AAC strategies, strategy demonstration and explicit instruction by the SLP, and multiple opportunities for the partner to practice the strategy in real-world settings given a gradual fading of feedback and training supports by the SLP (Kent-Walsh & McNaughton, 2005). When time is of the essence, it is essential that partners are able to quickly practice newly trained AAC strategies (e.g., providing aided AAC modeling, using shared storybook reading strategies) in natural settings to have opportunities to receive feedback from SLPs to boost confidence and long-term implementation. These key communication partners may be selected as future trainers of AAC strategies once SLPs are no longer available (e.g., Bornman, Alant, & Lloyd, 2007) and to do so effectively,must be confident in this role.
Social Validation: Throughout the intervention process, use of social validation procedures with all stakeholders in the communication process can be critical to evaluation of the meaningfulness, relevance, and usefulness of the AAC instruction used (Light & Binger, 1998). Recall in the discussion of cultural humility that professionals are encouraged to maintain openness to the opinions and perspectives of others. When stakeholders, including families and individuals with CCN, are able to provide feedback to professionals, AAC instruction, systems, and techniques can be changed to better suit the unique needs of a community and make future AAC interventions more efficient.
Case Example:
On the short-term trips to set up classrooms in Haiti, the American team was able to provide services for a maximum of one week. The major focus of the trips were to provide training opportunities for the teacher so that she can be empowered to confidently run her classroom and incorporate basic communication, positioning, and learning strategies. I have found that parents and teachers quickly observe the successes of therapy when observing our physical and occupational therapists provide mobility and positioning devices to children who have significant motor and communication challenges. Although this may seem unrelated to communication, it helped demonstrate to communication partners the power of therapy on helping a child better participate in the classroom. Seeing successes helped to foster a spirit of commitment to learning additional strategies (e.g., AAC techniques).
Once they were able to observe children with significant needs become active participants in the classroom, I could better engage with teachers about specific AAC techniques that could further optimize participation in class activities. For example, when in a group training, I created challenges for the teachers to think of a student in their classroom who could not speak and brainstorm at least one way the student uses to communicate without using words (e.g., eye pointing, smiling, crying). In the classroom context, I worked directly with a teacher to use \"think alouds\" to describe the current communication attempts of a child and then describe techniques to expand the child's current communication skills. Many of the techniques discussed were seemingly basic; however, it allowed the teacher to quickly implement strategies (e.g., use of expectant delay, offering additional communication opportunities to children with CCN), create materials (e.g., draw pictures, create name and word cards), and integrate these within natural and culturally appropriate activities of her choice (e.g., group singing activities).
References:
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Fannin, D.K. (2016). The intersection of culture and ICF-CY personal and environmental factors for alternative and augmentative communication. SIG 12 Perspectives on Augmentative and Alternative Communication, 1, 63-82.
Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21 195-204.
Light, J.C., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes Publishing Company, Inc.
Light, J., &McNaughton, D. (2012). The changing face of augmentative and alternative communication: Past, present, and future challenges. Augmentative and Alternative Communication, 28, 197-204.
McConkey, R. (2005). Service delivery in low-income countries. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 131-154). Philadelphia, PA: Whurr Publishers Ltd.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
World Health Organization. (WHO Workgroup for development of version of ICF for Children & Youth). (2007). International Classification of Functioning, Disability and Health Children and Youth Version (ICF-CY). Geneva: WHO.
","userID":25396,"timestamp":"2017-05-13T03:38:25.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2330,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":227,"collectionID":112,"postID":9778,"quote":"This is the final post of this collection and highlights the importance of sustainable AAC practices in low-resource areas."}]},{"postID":11853,"title":"AAC Services for Children in Inpatient Medical Settings","body":"Many children with severe communication disabilities rely on alternative and augmentative communication (AAC) strategies (i.e., any method of communication other than oral speech) to communicate with health care personnel during inpatient hospital stays. However, frequent communication breakdowns with staff and limited access to communication supports place these children at increased risk for negative experiences and poor health outcomes (Blackstone, Beukelman, & Yorkston, 2015; Zubow & Hurtig, 2013). Individuals with complex communication needs are at three times more risk of experiencing preventable adverse medical events when in the hospital (Bartlett, 2008). Examples of such events range from adverse medication reactions, patient falls, and pressure ulcers (Hurtig & Alper, 2016).
During a recent investigation, Zubow and Hurtig (2013) reported that a third of conscious adults and children in intensive care units at a large tertiary health care system (a) were unable to access a nurse call system to request assistance and (b) could not speak due to mechanical intubation. The authors only included individuals who were AAC or assistive technology (AT) candidates for the first time. Patients who required AAC support prior to the inpatient stay and individuals who sustained a recent stroke or traumatic brain injury were excluded (Zubow & Hurtig, 2013). Therefore, it is reasonable to infer that one third represents a low estimate of all individuals who experience severe communication challenges in the hospital setting.
In addition to limited access to AAC/AT tools in the hospital, time constraints and limited staff communicative competence also have been identified as barriers to supporting the communication needs and participation of children with complex communication needs and their families in hospitals (Gormley & Light, 2017; Hemsley & Balandin, 2014). In a recent online focus group of speech-language pathologists (SLPs) who provided services within inpatient rehabilitation facilities, participants reported that time constraints limited the quality and quantity of services addressing communication needs (Gormley & Light, 2017). Examples included short lengths of hospital stays for patients, high productivity expectations for providers, and limited time for providers to program, trial, and customize AAC systems (Gormley & Light, 2017). Further complicating the situation, many health care professionals, including SLPs who are often regarded as “leaders” of AAC teams, report minimal training in pre-service AAC training (Burns et al., 2017; Costigan & Light, 2010) and/or in-service AAC training (Gormley & Light, 2017).
Family-Centered AAC Services to Improve Child and Family Outcomes in Medical Settings
Pediatric hospitals are mandated to provide services that meet the unique needs of all patients, including those with a severe communication disability (Commission of Accreditation of Rehabilitation Facilities, 2016; The Joint Commission, 2010). To achieve this mandate, pediatric hospitals should incorporate best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010). Family-centered services are comprised of a set of attitudes that assume (a) parents are experts of their children and desire the best for their children, (b) each family is unique, and (c) optimal child and family functioning occurs within a supportive community context (King et al., 2004a). These assumptions translate to practice when professionals consider families’ strengths and needs, treat families with dignity and respect, provide information to families to allow for informed decisions about their child’s care, and partner with families to share decision-making power (King et al., 2004; King, King, & Rosenbaum, 2004; Dunst, 2002). Unfortunately, these assumptions may not consistently be implemented in practice (King, Williams, & Goldberg, 2017). As King, and colleagues (2017, p.2) aptly stated, “despite widespread endorsement of family-centered care, the needs of parents of children with disabilities can be overshadowed by a focus on direct services for the child.”
In health care settings, such as pediatric hospitals, past investigations suggest that implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). To promote implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. This framework as well as general practice suggestions for AAC providers in medical settings can be found in the next post of this collection.
AAC Supports and Resources within Inpatient Medical Settings
Despite the many barriers to implementing AAC services, a growing body of research suggests that use of AAC supports can improve the experiences of children with complex communication needs and their families in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be a frightening for an individual of any age; however, “children are not small adults” (Costello et al., 2015, p. 190) and they experience stress differently than adults. As such, children can benefit from (a) health care providers who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015) and (b) access to communication supports that aid in both comprehension and expression of these developmentally appropriate concepts.
Gaynard and colleagues (1990) recommended that, to reduce child stress in hospital settings, health care providers should use strategies to support (a) the child’s sense of control and (b) the child’s developmentally-appropriate and active participation in daily care. Offering high- or low-tech AAC supports to children with complex communication needs within the hospital setting may be one way to increase the child’s sense of control and age-appropriate, active participation in their stay by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures (Costello, Patak, & Pritchard, 2010). The final post of this collection outlines recommendations and available AAC resources that can be used to support children with complex communication needs, their families, and health care providers within the inpatient environment.
References:
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., & MacGibbon, B. (2008). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. Canadian Medical Association Journal, 179, 1555-1562.
Blackstone, S.W., Beukelman, D.R., & Yorkston, K.M. (eds.). (2015). Patient-provider communication: Roles for speech-language pathologists and other health care professionals. San Diego, CA: Plural Publishing Inc.
Burns, M., Baylor, C., & Yorkston, K. (2017). Patient-provider communication training for dysarthria: Lessons learned from student trainees. Seminars in Speech & Language Disorders, 38, 229-238.
Commission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Costigan, A., & Light, J. (2010). Effect of Seated Position on Upper-Extremity Access to Augmentative Communication for Children With Cerebral Palsy: Preliminary Investigation. American Journal of Occupational Therapy, 64, 596–604.
Cox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
Dunst, C. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36, 141-149.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
Hurtig, R.R., & Alper, R.M. (2016, November). The impact of communication barriers on adverse events in hospitalized patients. Paper presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
The Joint Commission. (2010). Advancing effective communication, cultural competence, and
patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/... RoadmapforHospitalsfinalversion 727.pdf
King, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
King, S., King, G., & Rosenbaum, P. (2004). Evaluating health service delivery to children with chronic conditions and their families: Development of a refined measure of processes of care (MPOC-20). Children’s Health Care, 33, 35-57.
King, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
King, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
King, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
Zubow, L., & Hurtig, R. (2013). A demographic study of AAC/AT needs in hospitalized patients. Perspectives in AAC, 22, 79-90.
","userID":25396,"timestamp":"2017-12-19T22:48:56.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4505,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":297,"collectionID":112,"postID":11853,"quote":"This is the first of a series of posts introducing barriers and supports to providing AAC services to children with complex communication needs within inpatient medical settings"},{"collectionItemID":298,"collectionID":136,"postID":11853,"quote":"This is the first post in a series discussing the barriers and supports to AAC services for children in inpatient medical settings. "}]},{"postID":11866,"title":"Family-Centered AAC Services in Inpatient Medical Settings","body":"As mentioned in the previous post (https://communicationmatrix.org/Community/Posts/Content/11853), pediatric hospitals are mandated by a variety of accrediting organizations to deliver services that meet the unique communication needs of all patients; thus, clinicians are implored to use the best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010).
\nFamily-Centered AAC Services
\nPractitioners who implement family-centered services assume that (a) parents are experts of their children. (b) parents seek the best for their children, (c) each family is unique, and (d) optimal child outcomes emerge within a supportive community context (King et al., 2004). When these assumptions are upheld, practitioners can then deliver the core principles of family-centered services outlined in King and colleagues (2004):
\nIn pediatric health care settings, implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). In a variety of settings, these services are also linked to increased perceptions of family self-efficacy, increased family empowerment, and improved child behavior and functional outcomes (Dunst, Trivette, & Hamby, 2007). Unfortunately, these practices may not be consistently implemented in pediatric rehabilitation (King, Williams, & Goldberg, 2017) or in AAC service delivery (e.g., Mandak & Light, 2017). Often, a child-focused approach or clinician-directed approach to services are implemented with the needs of the family “overshadowed” (King et al., 2017).
\n
Family-Centered AAC Tools and Clinical Practice Suggestions:
\nTo promote the implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. Within this article, practitioners can learn more about family-centered services as well as AAC assessment and intervention tools that support family-centered clinical practices. A streamlined view of these principles, tools, and clinical practices can be found by clicking the following link: http://aac.psu.edu/wp-content/uploads/2016/11/ASHA2016_FamilySystemsFramework_MandakONeillLight.pdf.
\nFor up-to-date research alerts in the area of family-centered AAC research, feel free to check out the “Family-Centered AAC Research” facebook page at https://www.facebook.com/familycenteredAAC/
\n
Family-Centered AAC Services in Inpatient Medical Settings:
\nThe Family System and Inpatient Medical Settings:
\nTo deliver effective family-centered services and evaluate communication effectiveness within a healthcare environment, one must first recognize the child as a single element within a broader family context. As such, family systems theorists propose wholism, or the concept that the family can only be fully understood when viewed as a “complex, integrated whole” (Minuchin, 1988, p.8). When any element of the family is considered out of its context (e.g., focusing solely on a child’s communication with a health care provider without simultaneously considering the parent’s role in the communication process) an “incomplete picture” that cannot give adequate information for care may result (Minuchin, 1985). Furthermore, due to the complexity and interconnected nature of the family system, interdependence, or the inextricable link of family members within the broad family system (Minuchin, 1985), suggests that a change experienced by one family member reverberates throughout the entire system and subsequently affects all members (Minuchin, 1985).
\nWithin a family system, individuals are affected by the dynamic interplay of personal relationships, or subsystems (e.g., child-parent; Minuchin, 1985). Within each subsystem, interactional patterns among family members which form bidirectional feedback loops of behaviors emerge during communicative exchanges over time. (Minuchin, 1985). However, Minuchin (1985) also indicated that identification of such communicative patterns may be a helpful first step in a therapeutic setting to serve as a “point of entry” for future intervention.
\nClinical Example: A young child who recently sustained a traumatic brain injury and is no longer is able to communicate using speech may vocalize “ba ba” to indicate he needs to use the bathroom. However, his mother does not understand this vocalization and instead offers the child a ball. The child then starts screaming in frustration and hits the ball which, in turn, the mother yells “Why can’t you just talk! I don’t know what you want!” In future interactions, this pattern of negative verbalizations and challenging behavior may continually emerge when the pair experiences communication breakdowns. A speech-language pathologist may recognize the negative communicative pattern emerging between the young child and his mother and offer the child an AAC system comprised of pictures of items within the room, including “bathroom.” Now the child can point to the picture when he says “ba ba” and the mother can recognize this communicative act as a request to use the bathroom, thus breaking the cycle and improving the communicative exchange.
\nWhen considering a child’s participation within the rehabilitation experience, service providers and researchers alike must move towards better understanding the factors within health care that affect the entire family unit and not solely focus on the child. Just as the child is a single element within a complex family system; a family is a single element that is embedded within a set of larger systems such as a health care or education system (Bronfenbrenner, 1979). Factors such as social policies governing relational networks (e.g., hospital staffing) and socio-cultural beliefs also drastically affect individuals in the family system and health care system (Bronfenbrenner & Ceci, 1994). A child must be considered within this broad, complex, interconnected, and dynamic context (Bronfenbrenner & Ceci, 1994), first starting with the family system and extending to the larger health care context (Minuchian, 1985; King et al., 2004).
For a brief outline of a variety of systemic factors affecting the delivery of services to individuals with complex communication needs in the inpatient rehabilitation setting, check out: https://rerc-aac.psu.edu/wp-content/uploads/2017/11/Gormley_Online-Focus-Group-AAC-and-Inpatient-Rehab_ASHA2017_.pdf
Parents as “Interpreters”
\nAlthough, the relational dynamics among all involved parties – children, families, and providers – critically impact the rehabilitation experience as well as family and child outcomes (Dunst, Trivette, & Hamby, 2007; King et al., 2017), these dynamics are not well understood when a child with complex communication needs is involved (Hemsley & Balandin, 2014). However, qualitative evidence has emerged that parents often serve as “interpreters” of their child’s communicative acts in the hospital setting when the child has a severe communication disability (e.g., Hemsley, Kuek, Bastock, Scarinci, & Davidson, 2013). When parents assume this role in the hospital setting, they can support health care providers to more effectively and efficiently communicate with the child.
\nClinical Example: When a nurse is attempting to feed a two-year-old girl with cerebral palsy, the girl’s mother may educate the nurse that when her daughter vocalizes, looks away, and extends her arm forward, this is a signal for “stop.” With this new knowledge, the nurse can pause before placing additional food into the child’s mouth and reduce the child’s discomfort during feeding. In this example, the nurse including the mother in the feeding session, acknowledging the child’s mother as an expert of the child, and respecting the child’s nonverbal communicative act is a demonstration of a family-centered AAC service (Mandak, O’Neill, Light, & Fosco, 2017).
\nKey Research Findings:
Recommendations:
\nReferences:
Beukelman, D., & Ray., P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation: An Interdisciplinary Approach, 3, 279-288
Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press
Bronfenbrenner, U., & Ceci, S. (1994). Nature-nurture reconceptualized: a bioecological model.Psychological Review, 101, 568-586.
\nCommission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation: Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
\nCox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
\nCress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in language disorders, 24, 51-61.
\nDunst, C.J., Trivette, C.M., & Hamby, D.W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13. 370-378.
\nGormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
\nHemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
\nHemsley, B., Kuek, M., Bastock, K., Scarinci, N., & Davidson, B. (2013). Parents and children with cerebral palsy discuss communication needs in hospital. Developmental Rehabilitation, 16, 363-374.
\nThe Joint Commission. (2010). Advancing effective communication, cultural competence, and patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/ RoadmapforHospitalsfinalversion 727.pdf
\nKing, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
\nKing, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
\nKing, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
\nKing, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
\nMandak, K., & Light, J. (2017). Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. Journal of Autism and Developmental Disorders. Advanced Online Publication.
\nMandak, K., O’Neill, T., Light, J. (2016, November). Bridging the gap from values to actions: A family systems framework for family-centered AAC early-intervention services. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
\nMandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
\nMcNaughton, D., & Beukelman, D. (2010). Transition strategies for adolescents and young adults who use AAC. Baltimore, MD: Paul H. Brooks.
\nMinuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289-302.
\nMinuchin, P. (1988). Relationships within the family: A systems perspective on development. In Hinde, R.A. & Stevenson-Hinde, J. (Eds.), Relationships within families: Mutual influences (p. 7-26). Oxford: Clarendon.
\nRosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
","userID":25396,"timestamp":"2017-12-22T19:15:48.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2013,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":299,"collectionID":112,"postID":11866,"quote":"This post outlines a brief explanation of family-centered services as applied to AAC and the inpatient medical setting as well as clinical examples and recommendations for this setting."},{"collectionItemID":300,"collectionID":136,"postID":11866,"quote":"The post outlines family-centered AAC services and its application to the inpatient medical setting. Clinical recommendations and examples are also provided."}]},{"postID":11895,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
According to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
As Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
In a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:25:20.863","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11896,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
\nAccording to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
\nAs Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
\nIn a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
\n“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\n\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:26:46.52","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4225,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":301,"collectionID":136,"postID":11896,"quote":"This post provides free resources for clinicians and families to support the communication needs of children who benefit from AAC supports in inpatient medical settings."}]}]}},{"collectionID":171,"name":"Parents: The Communication Matrix is for YOU and it’s FREE! ","description":"As a parent or caregiver, your input is one of the most valuable resources available to support your family member with complex communication needs. \n\nThe Matrix is mainly used by speech-language pathologists and educators. But when you use it too, you can be on the same page as the professionals who are helping your child. \n\nCheck out the posts in this collection to find out how the Communication Matrix can help you!","dateCreated":"2022-02-24T16:14:35.003","bio":null,"published":true,"userID":2023,"PostCollectionItems":[{"collectionItemID":490,"collectionID":171,"postID":24634,"quote":"","Post":{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
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","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
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Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
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Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
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For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
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For more information: https://canplan.swoogo.com/DBI...
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For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Last year we had the opportunity to work with Gayl Bowser and Charity Roland on the Communication Matrix Project through Oregon Health & Science University (OHSU) in Portland, OR. Through our work with them we looked at the custom reports and recommendations that were included. Many of our teachers struggled with activity suggestions that they did not feel were age appropriate for certain students. Through Gayl’s guidance, we worked to create a chart of suggested activities that we felt met the purpose of the activity in a more age appropriate manner. We started with social communication. We are still working to create charts for each of the domain areas and plan to have those completed by the end of this school year.
We would love for you to look at the chart and give us feedback as well as add ideas that you may have used successfully with your students. Our teachers have found this chart very easy to reference as well as successful in meeting the needs of our students to further develop their communication skills in social communication.
Hi
I think this assessment tool is great for shared understanding between therapist, parents and caregivers/teachers etc.
What is your go to for suggestions on therapy goals and activities or strategies? thanks!
Natasha
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Last year we had the opportunity to work with Gayl Bowser and Charity Roland on the Communication Matrix Project through Oregon Health & Science University (OHSU) in Portland, OR. Through our work with them we looked at the custom reports and recommendations that were included. Many of our teachers struggled with activity suggestions that they did not feel were age appropriate for certain students. Through Gayl’s guidance, we worked to create a chart of suggested activities that we felt met the purpose of the activity in a more age appropriate manner. We started with social communication. We are still working to create charts for each of the domain areas and plan to have those completed by the end of this school year.
We would love for you to look at the chart and give us feedback as well as add ideas that you may have used successfully with your students. Our teachers have found this chart very easy to reference as well as successful in meeting the needs of our students to further develop their communication skills in social communication.
What ideas do you have for increasing social and informational language for students who are content with communicating needs and wants and not really interested or motivated to communicate socially?
Last year we had the opportunity to work with Gayl Bowser and Charity Roland on the Communication Matrix Project through Oregon Health & Science University (OHSU) in Portland, OR. Through our work with them we looked at the custom reports and recommendations that were included. Many of our teachers struggled with activity suggestions that they did not feel were age appropriate for certain students. Through Gayl’s guidance, we worked to create a chart of suggested activities that we felt met the purpose of the activity in a more age appropriate manner. We started with social communication. We are still working to create charts for each of the domain areas and plan to have those completed by the end of this school year.
We would love for you to look at the chart and give us feedback as well as add ideas that you may have used successfully with your students. Our teachers have found this chart very easy to reference as well as successful in meeting the needs of our students to further develop their communication skills in social communication.
My student has multiple disabilities including CP and a profound hearing impairment. We have struggled this year to find a way for him to purposefully communicate, specifically I struggle with how the student can protest or if he knows how to. The student will only use his hands or arms to choose a preferred item but if we feel he does not like either, he still doesn't indicate neither, instead he will just choose one and not use it. Usually protesting starts with foods but this student only eats food from home that is specially made. Basically my question is where do I go next to help him protest? He can communicate/activate a big mac switch but besides that he does not consistently make choices without tactile objects. We also do not know that he can hear what the switch says.
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My name is Jane Korsten and I am a Speech/Language Pathologist from the Kansas City Area. I have worked with Assistive Technology in the public schools, assisted living settings, clinics and private practice. I am a co-author of Every Move Counts: a sensory based approach to communication (emc) and Every Move Counts, Clicks and Chats: A sensory based approach to communication and assistive technology (emc3). I have also enjoyed being a part of the Quality Indicators for Assistive Technology (QIAT) Leadership as well as a member of the QIAT Community.\n\nMy passion is about finding AAC solutions and supports for individuals with complex motor and communication needs. While Assistive Technology can offer so many amazing tools to support these individuals, the success of the technology (light or high technology) is directly related to ‘our’ ability to match the technology to individual abilities, needs and interests. I am always interested in what factors influence our final decisions and recommendations regarding tools and strategies. When and to what extent is the decision regarding “best AAC for an individual” determined by the “horse we ride” vs. environmental demands? When do we “need” voice output? Is the need for voice output related to communicative functions - requesting vs. declining vs. social interaction? Or is the need for voice output related more to communication environments… or our own preferences? How ‘fluid’ are we in considering these factors? Do we rely on subjective opinions in recommending various tools or do we make “data based decisions”? 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I have worked with Assistive Technology in the public schools, assisted living settings, clinics and private practice. I am a co-author of Every Move Counts: a sensory based approach to communication (emc) and Every Move Counts, Clicks and Chats: A sensory based approach to communication and assistive technology (emc3). I have also enjoyed being a part of the Quality Indicators for Assistive Technology (QIAT) Leadership as well as a member of the QIAT Community.\n\nMy passion is about finding AAC solutions and supports for individuals with complex motor and communication needs. While Assistive Technology can offer so many amazing tools to support these individuals, the success of the technology (light or high technology) is directly related to ‘our’ ability to match the technology to individual abilities, needs and interests. I am always interested in what factors influence our final decisions and recommendations regarding tools and strategies. When and to what extent is the decision regarding “best AAC for an individual” determined by the “horse we ride” vs. environmental demands? When do we “need” voice output? Is the need for voice output related to communicative functions - requesting vs. declining vs. social interaction? Or is the need for voice output related more to communication environments… or our own preferences? How ‘fluid’ are we in considering these factors? Do we rely on subjective opinions in recommending various tools or do we make “data based decisions”? I am looking forward to hearing how this community thinks about AAC and what considerations are felt to be most crucial to successful outcomes for individuals with complex motor and communication challenges.\n","userID":41524,"timestamp":"2017-09-11T03:15:15.237","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-09-10T00:00:00","eventEndDate":"2017-09-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":3006,"location":"Kansas City","locationLat":"39.0997265","locationLong":"-94.57856670000001","isEvent":true,"personOrganization":"Jane Korsten, SLP","eventStartTime":"12:00","eventEndTime":"12:00 a.m.","PostStars":[],"PostCollectionItems":[{"collectionItemID":278,"collectionID":125,"postID":10923,"quote":""},{"collectionItemID":282,"collectionID":124,"postID":10923,"quote":""}]}],"Posts1":[{"postID":10923,"title":"AAC and the Communication Matrix","body":"Hello! My name is Jane Korsten and I am a Speech/Language Pathologist from the Kansas City Area. I have worked with Assistive Technology in the public schools, assisted living settings, clinics and private practice. I am a co-author of Every Move Counts: a sensory based approach to communication (emc) and Every Move Counts, Clicks and Chats: A sensory based approach to communication and assistive technology (emc3). I have also enjoyed being a part of the Quality Indicators for Assistive Technology (QIAT) Leadership as well as a member of the QIAT Community.\n\nMy passion is about finding AAC solutions and supports for individuals with complex motor and communication needs. While Assistive Technology can offer so many amazing tools to support these individuals, the success of the technology (light or high technology) is directly related to ‘our’ ability to match the technology to individual abilities, needs and interests. I am always interested in what factors influence our final decisions and recommendations regarding tools and strategies. When and to what extent is the decision regarding “best AAC for an individual” determined by the “horse we ride” vs. environmental demands? When do we “need” voice output? Is the need for voice output related to communicative functions - requesting vs. declining vs. social interaction? Or is the need for voice output related more to communication environments… or our own preferences? How ‘fluid’ are we in considering these factors? Do we rely on subjective opinions in recommending various tools or do we make “data based decisions”? I am looking forward to hearing how this community thinks about AAC and what considerations are felt to be most crucial to successful outcomes for individuals with complex motor and communication challenges.\n","userID":41524,"timestamp":"2017-09-11T03:15:15.237","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-09-10T00:00:00","eventEndDate":"2017-09-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":3006,"location":"Kansas City","locationLat":"39.0997265","locationLong":"-94.57856670000001","isEvent":true,"personOrganization":"Jane Korsten, SLP","eventStartTime":"12:00","eventEndTime":"12:00 a.m.","PostStars":[],"PostCollectionItems":[{"collectionItemID":278,"collectionID":125,"postID":10923,"quote":""},{"collectionItemID":282,"collectionID":124,"postID":10923,"quote":""}]}]}},{"collectionID":123,"name":"Emergent Writing","description":"I am excited to lead a discussion about a favorite topic of mine, emergent writing and students with complex instructional needs (CIN)! Emergent writing is a process through which children use forms such as scribbling and mock letters to help lay the foundation for the development of more conventional writing. Through this process they learn that their “marks have meaning.” Emergent writing usually follows along a developmental continuum that is “quasi-linear” in nature. That is, it develops in a typical order but children might use a certain type of form one day and not use it the next. For children who are typically developing, emergent writing has been shown to be closely intertwined with the development of other important skills such as reading and oral language. Through emergent writing experiences, children have an opportunity to learn to attend and think about print in a constructive and creative manner. \n\nUnfortunately, children with CIN may not have the same types of opportunities to engage in emergent writing as children who are typically developing. For example, skills such as copying and tracing may be emphasized rather than the use of more creative means of early written expression that are important for the development of these skills. Additionally, children with CIN often have severe physical and communication impairments that make it so they cannot engage with print the same way as children who are typically developing. For example, it is possible that a child with CIN cannot grasp a traditional pencil or have the fine motor ability necessary to compose letters.\n\nI hope to use this collection as an opportunity to ask the community what types of activities and means they have used to get their students writing. It would be amazing if we could use this space to help compile resources such as website and blog links and descriptions of activities!\n","dateCreated":"2017-08-13T20:57:03.12","bio":"My name is Eric Sanders and I am an assistant professor in the School of Communication Sciences and Disorders at Pacific University. I have worked as a speech-language pathologist for the past fifteen years. Prior to that I taught middle school English. As a speech-language pathologist I worked for many years in the Miami-Dade County Public School System and for a private practice. My clinical speciality is working with children who have complex communication needs. I completed my PhD at the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. As a part of my doctoral studies I had the opportunity to participate in a variety of research studies designed to study and increase the language and literacy skills of individuals with significant disabilities. Since arriving at Pacific University I have continued to research issues related to language and literacy. I teach classes in augmentative and alternative communication, autism, early intervention, school-age language and literacy, and speech and language development. I am thrilled to be a part of the Communication Matrix community and am excited to have conversations with the community about literacy for individuals with complex communication needs!\n","published":true,"userID":11314,"PostCollectionItems":[{"collectionItemID":273,"collectionID":123,"postID":10810,"quote":"I hope to use this collection to compile resources and activities from the community matrix community related to emergent writing for students with complex instructional needs! I'll start with this Alternative Pencils post! ","Post":{"postID":10810,"title":"First emergent writing post - Alternative Pencils!","body":"I am hoping that community members could share resources or activities they have used for their students to begin emergent writing. I’ll begin by sharing a link to a tutorial of how to use “alternative pencils” created by the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. https://www.med.unc.edu/ahs/cl... . These tools are a phenomenal way for students to have access to the alphabet to create written text if they cannot use a traditional pencil or keyboard. Have you had any experiences with alternative pencils that you’d like to share? What were the types of activities you used when using these types of tools?
Also, if you would like to post anything about other resources or activities related to emergent writing, go ahead!
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The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. 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Literacy is often thought of as reading a book. However, literacy is so much more as we have been discussing all month. There is a significant amount of research that demonstrates that writing is as important as reading to develop literacy skills. For students with significant and complex learning needs, writing is not only possible, it is important to maximize literacy and communication development. However, what if the student can't hold a pencil or even know what a pencil is for?
There are alternative pencil options available for all kinds of communication and literacy experiences. If you would like more information about different methods to develop writing skills please see:
http://literacy.nationaldb.org/index.php/writing/
https://www.med.unc.edu/ahs/clds/products/available-for-purchase
https://sites.google.com/site/thejoyofoccupationaltherapy/
Hi! I just wanted to post this amazing video that was part of the DLM professional development for emergent writing. It goes over what emergent writing is and different ways to work on it!
","userID":11314,"timestamp":"2017-08-17T15:58:25.68","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1946,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":11314,"userName":"eric_sanders@pacificu.edu","email":"eric_sanders@pacificu.edu","photo":"/Uploads/photo_11314.jpg","firstName":"Eric","lastName":"Sanders","city":"","stateID":null,"bio":"","lastLogin":"2016-05-16T13:23:22.79","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:06:07.313","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":9380,"userID":11314,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":9381,"userID":11314,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":11314,"userName":"eric_sanders@pacificu.edu","email":"eric_sanders@pacificu.edu","photo":"/Uploads/photo_11314.jpg","firstName":"Eric","lastName":"Sanders","city":"","stateID":null,"bio":"","lastLogin":"2016-05-16T13:23:22.79","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:06:07.313","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":9380,"userID":11314,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":9381,"userID":11314,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":277,"collectionID":123,"postID":10828,"quote":"Linda Hagood shared this very interesting post about using writing as a context for working on early developmental skills like play. This is a really interesting idea that uses the act of co-creation that happens when adults and children write together as an opportunity to address these skills. In some of my work on emergent writing with children who have CIN, a school-based SLP and I have also seen writing as a really important context that can be used to address all sorts of speech-language goals. I haven't thought about it in terms of the development of play skills before! ","Post":{"postID":10828,"title":"Co-creating imaginative stories with students who have autism and visual impairment to teach social interaction and self-determination","body":"I'm interested in joining this conversation, but am having a very hard time getting this posted (you may be seeing several versions of this post, as I am repeatedly attempting to \"publish\" this post and can't quite figure out how to add it to the Emergent Literacy collection. I want to share some ideas for play-based narrative writing--more focused on teaching the social communication and narrative language than the use of \"alternative pencils\" or the mechanics of writing or prelinguistic phonological skills that have been described in Sturm's work and the other posts in this collection. In this intervention, developed for students with autism and visual impairment who have at least single word symbolic communication skills, writing is the context not the goal. Initially the adult facilitator does all of the writing, and the students working in dyads or small groups work on blending their ideas to create fictional narratives. Please give me feedback on the slides below which show the parallels between writing and play. This is a topic that is near and dear to me, as the topic of my doctoral research.
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During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. Most of the insights shared here will be those which have emerged from my direct interactions with the children I have taught. \n\n","lastLogin":"2016-04-12T07:29:21.45","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"kitsap Children's Speech Therapy","organization2":"Olympic Education Service District","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:02:34.907","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5990,"postID":17527,"userID":3161,"timestamp":"2018-07-21T05:10:59.32"}],"UserTypeLookups":[{"userTypeLookupID":9100,"userID":3161,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":3161,"userName":"Linda Hagood","email":"hagood.linda@gmail.com","photo":"/Uploads/photo_3161.jpeg","firstName":"Linda","lastName":"Hagood","city":"Silverdale","stateID":"WA","bio":"I have worked for 30 years as a speech language pathologist with children who have social communication challenges. During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. Most of the insights shared here will be those which have emerged from my direct interactions with the children I have taught. \n\n","lastLogin":"2016-04-12T07:29:21.45","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"kitsap Children's Speech Therapy","organization2":"Olympic Education Service District","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:02:34.907","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5990,"postID":17527,"userID":3161,"timestamp":"2018-07-21T05:10:59.32"}],"UserTypeLookups":[{"userTypeLookupID":9100,"userID":3161,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":11314,"userName":"eric_sanders@pacificu.edu","email":"eric_sanders@pacificu.edu","photo":"/Uploads/photo_11314.jpg","firstName":"Eric","lastName":"Sanders","city":"","stateID":null,"bio":"","lastLogin":"2016-05-16T13:23:22.79","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:06:07.313","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":9380,"userID":11314,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":9381,"userID":11314,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}],"Posts":[{"postID":8238,"title":"Post #1 - Emergent Literacy Skills Through Interactive Shared Reading ","body":"I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
In my previous post I spoke about using interactive shared reading to address different skills related to emergent literacy. In this post, I am curious about how some of these emergent literacy abilities are being addressed for children with communication needs outside of this context. For the purposes of this discussion, I would like to focus more on some of the written language abilities as opposed to oral language abilities. However, I am curious about what the community is doing to address metalinguistic abilities that are tied to emergent literacy such as phonological/phonemic awareness.
I’ll begin the discussion by speaking about something that I have seen used with younger children who use AAC to address alphabetic knowledge. One of the tried-and-true activities has been to go on a letter hunt around the child’s classroom or school to look for different objects or words that begin with a particular letter. For example, if you were working on the letter “b” you might search around the school for things that begin with that letter or words that are posted around the school that begin with that letter. Another common way to address this skill in children with complex communication needs is to construct alphabet books that are centered around a particular letter.
What sorts of activities are you engaging in to address skills such as alphabet knowledge, phonological/phonemic awareness, and concepts about print?
I am hoping that community members could share resources or activities they have used for their students to begin emergent writing. I’ll begin by sharing a link to a tutorial of how to use “alternative pencils” created by the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. https://www.med.unc.edu/ahs/cl... . These tools are a phenomenal way for students to have access to the alphabet to create written text if they cannot use a traditional pencil or keyboard. Have you had any experiences with alternative pencils that you’d like to share? What were the types of activities you used when using these types of tools?
Also, if you would like to post anything about other resources or activities related to emergent writing, go ahead!
","userID":11314,"timestamp":"2017-08-13T21:02:10.653","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":273,"collectionID":123,"postID":10810,"quote":"I hope to use this collection to compile resources and activities from the community matrix community related to emergent writing for students with complex instructional needs! I'll start with this Alternative Pencils post! "}]},{"postID":10818,"title":"Resource from the Dynamic Learning Maps Professional Development on Emergent Writing","body":"Hi! I just wanted to post this amazing video that was part of the DLM professional development for emergent writing. It goes over what emergent writing is and different ways to work on it!
","userID":11314,"timestamp":"2017-08-17T15:58:25.68","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1946,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":276,"collectionID":123,"postID":10818,"quote":"Great tutorial about emergent writing!"}]}],"Posts1":[{"postID":8238,"title":"Post #1 - Emergent Literacy Skills Through Interactive Shared Reading ","body":"I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
In my previous post I spoke about using interactive shared reading to address different skills related to emergent literacy. In this post, I am curious about how some of these emergent literacy abilities are being addressed for children with communication needs outside of this context. For the purposes of this discussion, I would like to focus more on some of the written language abilities as opposed to oral language abilities. However, I am curious about what the community is doing to address metalinguistic abilities that are tied to emergent literacy such as phonological/phonemic awareness.
I’ll begin the discussion by speaking about something that I have seen used with younger children who use AAC to address alphabetic knowledge. One of the tried-and-true activities has been to go on a letter hunt around the child’s classroom or school to look for different objects or words that begin with a particular letter. For example, if you were working on the letter “b” you might search around the school for things that begin with that letter or words that are posted around the school that begin with that letter. Another common way to address this skill in children with complex communication needs is to construct alphabet books that are centered around a particular letter.
What sorts of activities are you engaging in to address skills such as alphabet knowledge, phonological/phonemic awareness, and concepts about print?
I am hoping that community members could share resources or activities they have used for their students to begin emergent writing. I’ll begin by sharing a link to a tutorial of how to use “alternative pencils” created by the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. https://www.med.unc.edu/ahs/cl... . These tools are a phenomenal way for students to have access to the alphabet to create written text if they cannot use a traditional pencil or keyboard. Have you had any experiences with alternative pencils that you’d like to share? What were the types of activities you used when using these types of tools?
Also, if you would like to post anything about other resources or activities related to emergent writing, go ahead!
","userID":11314,"timestamp":"2017-08-13T21:02:10.653","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":273,"collectionID":123,"postID":10810,"quote":"I hope to use this collection to compile resources and activities from the community matrix community related to emergent writing for students with complex instructional needs! I'll start with this Alternative Pencils post! "}]},{"postID":10818,"title":"Resource from the Dynamic Learning Maps Professional Development on Emergent Writing","body":"Hi! I just wanted to post this amazing video that was part of the DLM professional development for emergent writing. It goes over what emergent writing is and different ways to work on it!
","userID":11314,"timestamp":"2017-08-17T15:58:25.68","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1946,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":276,"collectionID":123,"postID":10818,"quote":"Great tutorial about emergent writing!"}]}]}},{"collectionID":121,"name":"Community conversations about AAC resources","description":"Exploring some ways that the community finds, shares, and talks about AAC resources. ","dateCreated":"2017-07-24T19:09:37.827","bio":null,"published":true,"userID":17408,"PostCollectionItems":[{"collectionItemID":256,"collectionID":121,"postID":10600,"quote":"We all need a little help from our friends! We will compile the list YOU help create. ","Post":{"postID":10600,"title":"Where do you find augmentative and alternative communication (AAC) resources?","body":"We all need a little help from our friends! We will compile the list YOU help create.
\nLet’s have a conversation about navigating how to find out more in the world of AAC. This can be difficult for anyone, whether you are an individual who uses AAC (or wants to), a family member, teacher, other professional in the field, or other community member. This post kicks off a conversation and shares a short list of valuable resources for anyone looking to learn more about AAC.
Professionals share helpful AAC strategies, tools, and ideas for families and other professionals alike. They aim to inspire and connect the AAC community through videos, blogs, social media, and other platforms of communication. One example is how Kate Ahern has tirelessly shared over the years, such as her recent post on #seemeseemyaac.
\nFamilies of users of AAC blog about the challenges, triumphs, and overall journey of AAC. These are first hand accounts of what it is like to be a parent of a child with complex communication needs, as well as additional resources they find helpful as they continue their communication journeys. Find community here!
\nThese resources from the AAC industry often pair exploration of the technologies of AAC with personal accounts of how they have helped individuals find their voice. Most offer support and/or training with their tools and technologies.
\nI was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}},{"starID":5698,"postID":8514,"userID":3111,"timestamp":"2016-11-04T14:19:44.593","User":{"userID":3111,"userName":"Lori W","email":"lwestman@tbaisd.org","photo":"/Uploads/photo_3111.png","firstName":"Lori","lastName":"Westman","city":"Traverse City","stateID":"MI","bio":"","lastLogin":"2016-03-01T08:00:18.503","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Traverse Bay Area Intermediate School District","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:01:26.257","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":34500,"userID":3111,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}},{"starID":5861,"postID":8514,"userID":2020,"timestamp":"2017-07-25T01:08:01.807","User":{"userID":2020,"userName":"Karen Natoci","email":"knatoci@gmail.com","photo":"/Uploads/photo_2020.jpg","firstName":"Karen","lastName":"Natoci ","city":"Hillsborough","stateID":"CA","bio":"","lastLogin":"2016-04-18T12:49:24.51","admin":false,"website":"http://www.pinterest.com/KarenNatoci/","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/karenflorka?ref=hl","charter":true,"organization1":"","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-27T23:00:26.397","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":160066,"userID":2020,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":9407,"userName":"Armen","email":"ispeakpodd@gmail.com","photo":"/Uploads/photo_9407.jpg","firstName":"Armen","lastName":"Gulian","city":"Detroit","stateID":"MI","bio":"Hmmmm I am just another bozo on this aac boat. I have the pleasure of working with students that have severe to profound sensory, motor, cognitive and communication needs. SLP in Detroit Area living the life. The posts are my own, the wisdom included is from others.\n\nBig thanks to all my students and colleagues who let me stumble into their lives and rooms.\n\n","lastLogin":"2016-04-25T11:49:17.193","admin":false,"website":"","noShowEmail":true,"twitter":"@ispeakpodd","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:01:48.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5597,"postID":8375,"userID":9407,"timestamp":"2016-08-02T22:31:52.793"},{"starID":5598,"postID":8330,"userID":9407,"timestamp":"2016-08-03T00:13:57.173"},{"starID":5602,"postID":8376,"userID":9407,"timestamp":"2016-08-03T00:34:36.657"},{"starID":5678,"postID":8488,"userID":9407,"timestamp":"2016-10-08T18:53:05.067"},{"starID":5691,"postID":8515,"userID":9407,"timestamp":"2016-10-20T23:58:04.81"},{"starID":5707,"postID":8540,"userID":9407,"timestamp":"2016-11-20T23:21:26.55"}],"UserTypeLookups":[]},"User1":{"userID":9407,"userName":"Armen","email":"ispeakpodd@gmail.com","photo":"/Uploads/photo_9407.jpg","firstName":"Armen","lastName":"Gulian","city":"Detroit","stateID":"MI","bio":"Hmmmm I am just another bozo on this aac boat. I have the pleasure of working with students that have severe to profound sensory, motor, cognitive and communication needs. SLP in Detroit Area living the life. The posts are my own, the wisdom included is from others.\n\nBig thanks to all my students and colleagues who let me stumble into their lives and rooms.\n\n","lastLogin":"2016-04-25T11:49:17.193","admin":false,"website":"","noShowEmail":true,"twitter":"@ispeakpodd","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:01:48.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5597,"postID":8375,"userID":9407,"timestamp":"2016-08-02T22:31:52.793"},{"starID":5598,"postID":8330,"userID":9407,"timestamp":"2016-08-03T00:13:57.173"},{"starID":5602,"postID":8376,"userID":9407,"timestamp":"2016-08-03T00:34:36.657"},{"starID":5678,"postID":8488,"userID":9407,"timestamp":"2016-10-08T18:53:05.067"},{"starID":5691,"postID":8515,"userID":9407,"timestamp":"2016-10-20T23:58:04.81"},{"starID":5707,"postID":8540,"userID":9407,"timestamp":"2016-11-20T23:21:26.55"}],"UserTypeLookups":[]}}},{"collectionItemID":261,"collectionID":121,"postID":8262,"quote":"Some useful resources shared by Kelly Fonner, in particular the Infinitec blog and the Bridge School resource. ","Post":{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
We all need a little help from our friends! We will compile the list YOU help create. Let’s have a conversation about how to find out more about communities within the world of AAC. This is a follow up to our discussion of how to find AAC resources online.
Community collaboration is valuable for learning, education, and engagement. Find support and community here through these resources.
These groups promote inclusive access to the AAC community by offering downloadable books, webcasts, and online conferences to help users of AAC, families, and professionals connect and learn.
\n-Some people have local meetup groups where they practice using AAC, such as Out and About. There is a free book by Deanna Wagner, Caroline Musselwhite, and Jane Odom, Out and About: AAC in the Community: www.teacherspayteachers.com/Product/Out-and-About-AAC-in-the-Community-2560404
\n-Individuals with complex communication needs have a terrific online listserv, ACOLUG Augmentative Communication Online User's Group: http://aac-rerc.psu.edu/index.php/site/index
\n-ASHA Special Interest Group on AAC: http://www.asha.org/SIG/12
\nConferences are a place to both learn and connect with likeminded people. Conferences include live education sessions, in-depth labs, and social networking opportunities. Conferences are a great way to connect with others in the AAC community, whether you are someone who uses AAC, a family member, or a professional.
\nOnline communities are a great place to connect with users of AAC, families, professionals, and others who are interested in AAC. These communities offer a way to engage with and learn from one another. For instance, have you heard of Facebook?
\nWhen we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
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She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. 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http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. 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When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
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Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
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This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
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She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. 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He is the founder of the new Universal Design Lab at PSU, which is focused on innovative research and development, teaching, and community service in the areas of augmentative and alternative communication (AAC), assistive technology, and universal design for learning through the power of mobile health technologies. He co-created the popular AAC app, the original Proloquo2Go for the iPhone, iPod Touch, and iPad that helps people with complex communication needs through speech synthesis.","lastLogin":"2016-10-05T23:41:41.74","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-22T23:04:01.083","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5859,"postID":10600,"userID":17408,"timestamp":"2017-07-24T22:36:30.113","Post":{"postID":10600,"title":"Where do you find augmentative and alternative communication (AAC) resources?","body":"We all need a little help from our friends! We will compile the list YOU help create.
\nLet’s have a conversation about navigating how to find out more in the world of AAC. This can be difficult for anyone, whether you are an individual who uses AAC (or wants to), a family member, teacher, other professional in the field, or other community member. This post kicks off a conversation and shares a short list of valuable resources for anyone looking to learn more about AAC.
Professionals share helpful AAC strategies, tools, and ideas for families and other professionals alike. They aim to inspire and connect the AAC community through videos, blogs, social media, and other platforms of communication. One example is how Kate Ahern has tirelessly shared over the years, such as her recent post on #seemeseemyaac.
\nFamilies of users of AAC blog about the challenges, triumphs, and overall journey of AAC. These are first hand accounts of what it is like to be a parent of a child with complex communication needs, as well as additional resources they find helpful as they continue their communication journeys. Find community here!
\nThese resources from the AAC industry often pair exploration of the technologies of AAC with personal accounts of how they have helped individuals find their voice. Most offer support and/or training with their tools and technologies.
\nThis post kicks off the collection and addresses these basic questions: How do you find AAC research? How do you organize and manage AAC research that you do find?
We hope you can find, take in, and organize research in AAC whether you are a person with complex communication needs, a family member, an educator, or even an AAC researcher.
For searching for AAC research, Google Scholar is a fantastic resource. Here are some search tips for using Scholar.
Great, now that you have found some AAC research, how will you organize and keep track of it? Have you heard of Zotero? \"Zotero is a free, open-source research tool that helps you collect, organize, and analyze research and share it in a variety of ways.
Here is a quick <4 minute video overview of how to use Google Scholar and Zotero to find and organize research: what is zotero.
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\nLet’s have a conversation about navigating how to find out more in the world of AAC. This can be difficult for anyone, whether you are an individual who uses AAC (or wants to), a family member, teacher, other professional in the field, or other community member. This post kicks off a conversation and shares a short list of valuable resources for anyone looking to learn more about AAC.
Professionals share helpful AAC strategies, tools, and ideas for families and other professionals alike. They aim to inspire and connect the AAC community through videos, blogs, social media, and other platforms of communication. One example is how Kate Ahern has tirelessly shared over the years, such as her recent post on #seemeseemyaac.
\nFamilies of users of AAC blog about the challenges, triumphs, and overall journey of AAC. These are first hand accounts of what it is like to be a parent of a child with complex communication needs, as well as additional resources they find helpful as they continue their communication journeys. Find community here!
\nThese resources from the AAC industry often pair exploration of the technologies of AAC with personal accounts of how they have helped individuals find their voice. Most offer support and/or training with their tools and technologies.
\nWe all need a little help from our friends! We will compile the list YOU help create. Let’s have a conversation about how to find out more about communities within the world of AAC. This is a follow up to our discussion of how to find AAC resources online.
Community collaboration is valuable for learning, education, and engagement. Find support and community here through these resources.
These groups promote inclusive access to the AAC community by offering downloadable books, webcasts, and online conferences to help users of AAC, families, and professionals connect and learn.
\n-Some people have local meetup groups where they practice using AAC, such as Out and About. There is a free book by Deanna Wagner, Caroline Musselwhite, and Jane Odom, Out and About: AAC in the Community: www.teacherspayteachers.com/Product/Out-and-About-AAC-in-the-Community-2560404
-Individuals with complex communication needs have a terrific online listserv, ACOLUG Augmentative Communication Online User's Group: http://aac-rerc.psu.edu/index.php/site/index
-ASHA Special Interest Group on AAC: http://www.asha.org/SIG/12
Conferences are a place to both learn and connect with likeminded people. Conferences include live education sessions, in-depth labs, and social networking opportunities. Conferences are a great way to connect with others in the AAC community, whether you are someone who uses AAC, a family member, or a professional.
\nOnline communities are a great place to connect with users of AAC, families, professionals, and others who are interested in AAC. These communities offer a way to engage with and learn from one another. For instance, have you heard of Facebook?
\nWe all need a little help from our friends! We will compile the list YOU help create. Let’s have a conversation about how to find out more about communities within the world of AAC. This is a follow up to our discussion of how to find AAC resources online.
Community collaboration is valuable for learning, education, and engagement. Find support and community here through these resources.
These groups promote inclusive access to the AAC community by offering downloadable books, webcasts, and online conferences to help users of AAC, families, and professionals connect and learn.
\n-Some people have local meetup groups where they practice using AAC, such as Out and About. There is a free book by Deanna Wagner, Caroline Musselwhite, and Jane Odom, Out and About: AAC in the Community: www.teacherspayteachers.com/Product/Out-and-About-AAC-in-the-Community-2560404
\n-Individuals with complex communication needs have a terrific online listserv, ACOLUG Augmentative Communication Online User's Group: http://aac-rerc.psu.edu/index.php/site/index
\n-ASHA Special Interest Group on AAC: http://www.asha.org/SIG/12
\nConferences are a place to both learn and connect with likeminded people. Conferences include live education sessions, in-depth labs, and social networking opportunities. Conferences are a great way to connect with others in the AAC community, whether you are someone who uses AAC, a family member, or a professional.
\nOnline communities are a great place to connect with users of AAC, families, professionals, and others who are interested in AAC. These communities offer a way to engage with and learn from one another. For instance, have you heard of Facebook?
\nThis post kicks off the collection and addresses these basic questions: How do you find AAC research? How do you organize and manage AAC research that you do find?
We hope you can find, take in, and organize research in AAC whether you are a person with complex communication needs, a family member, an educator, or even an AAC researcher.
For searching for AAC research, Google Scholar is a fantastic resource. Here are some search tips for using Scholar.
Great, now that you have found some AAC research, how will you organize and keep track of it? Have you heard of Zotero? \"Zotero is a free, open-source research tool that helps you collect, organize, and analyze research and share it in a variety of ways.
Here is a quick video overview of how to use Google Scholar and Zotero to find and organize research:
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We hope you can find, take in, and organize research in AAC whether you are a person with complex communication needs, a family member, an educator, or even an AAC researcher.
For searching for AAC research, Google Scholar is a fantastic resource. Here are some search tips for using Scholar.
Great, now that you have found some AAC research, how will you organize and keep track of it? Have you heard of Zotero? \"Zotero is a free, open-source research tool that helps you collect, organize, and analyze research and share it in a variety of ways.
Here is a quick <4 minute video overview of how to use Google Scholar and Zotero to find and organize research: what is zotero.
","userID":17408,"timestamp":"2017-07-31T21:16:59.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1263,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5870,"postID":10683,"userID":17408,"timestamp":"2017-07-31T21:17:19.583"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"},{"starID":5875,"postID":10683,"userID":42771,"timestamp":"2017-09-16T21:54:59.247"}],"PostCollectionItems":[{"collectionItemID":272,"collectionID":122,"postID":10683,"quote":""}]}],"Posts1":[{"postID":10600,"title":"Where do you find augmentative and alternative communication (AAC) resources?","body":"We all need a little help from our friends! We will compile the list YOU help create.
\nLet’s have a conversation about navigating how to find out more in the world of AAC. This can be difficult for anyone, whether you are an individual who uses AAC (or wants to), a family member, teacher, other professional in the field, or other community member. This post kicks off a conversation and shares a short list of valuable resources for anyone looking to learn more about AAC.
Professionals share helpful AAC strategies, tools, and ideas for families and other professionals alike. They aim to inspire and connect the AAC community through videos, blogs, social media, and other platforms of communication. One example is how Kate Ahern has tirelessly shared over the years, such as her recent post on #seemeseemyaac.
\nFamilies of users of AAC blog about the challenges, triumphs, and overall journey of AAC. These are first hand accounts of what it is like to be a parent of a child with complex communication needs, as well as additional resources they find helpful as they continue their communication journeys. Find community here!
\nThese resources from the AAC industry often pair exploration of the technologies of AAC with personal accounts of how they have helped individuals find their voice. Most offer support and/or training with their tools and technologies.
\nWe all need a little help from our friends! We will compile the list YOU help create. Let’s have a conversation about how to find out more about communities within the world of AAC. This is a follow up to our discussion of how to find AAC resources online.
Community collaboration is valuable for learning, education, and engagement. Find support and community here through these resources.
These groups promote inclusive access to the AAC community by offering downloadable books, webcasts, and online conferences to help users of AAC, families, and professionals connect and learn.
\n-Some people have local meetup groups where they practice using AAC, such as Out and About. There is a free book by Deanna Wagner, Caroline Musselwhite, and Jane Odom, Out and About: AAC in the Community: www.teacherspayteachers.com/Product/Out-and-About-AAC-in-the-Community-2560404
-Individuals with complex communication needs have a terrific online listserv, ACOLUG Augmentative Communication Online User's Group: http://aac-rerc.psu.edu/index.php/site/index
-ASHA Special Interest Group on AAC: http://www.asha.org/SIG/12
Conferences are a place to both learn and connect with likeminded people. Conferences include live education sessions, in-depth labs, and social networking opportunities. Conferences are a great way to connect with others in the AAC community, whether you are someone who uses AAC, a family member, or a professional.
\nOnline communities are a great place to connect with users of AAC, families, professionals, and others who are interested in AAC. These communities offer a way to engage with and learn from one another. For instance, have you heard of Facebook?
\nWe all need a little help from our friends! We will compile the list YOU help create. Let’s have a conversation about how to find out more about communities within the world of AAC. This is a follow up to our discussion of how to find AAC resources online.
Community collaboration is valuable for learning, education, and engagement. Find support and community here through these resources.
These groups promote inclusive access to the AAC community by offering downloadable books, webcasts, and online conferences to help users of AAC, families, and professionals connect and learn.
\n-Some people have local meetup groups where they practice using AAC, such as Out and About. There is a free book by Deanna Wagner, Caroline Musselwhite, and Jane Odom, Out and About: AAC in the Community: www.teacherspayteachers.com/Product/Out-and-About-AAC-in-the-Community-2560404
\n-Individuals with complex communication needs have a terrific online listserv, ACOLUG Augmentative Communication Online User's Group: http://aac-rerc.psu.edu/index.php/site/index
\n-ASHA Special Interest Group on AAC: http://www.asha.org/SIG/12
\nConferences are a place to both learn and connect with likeminded people. Conferences include live education sessions, in-depth labs, and social networking opportunities. Conferences are a great way to connect with others in the AAC community, whether you are someone who uses AAC, a family member, or a professional.
\nOnline communities are a great place to connect with users of AAC, families, professionals, and others who are interested in AAC. These communities offer a way to engage with and learn from one another. For instance, have you heard of Facebook?
\nThis post kicks off the collection and addresses these basic questions: How do you find AAC research? How do you organize and manage AAC research that you do find?
We hope you can find, take in, and organize research in AAC whether you are a person with complex communication needs, a family member, an educator, or even an AAC researcher.
For searching for AAC research, Google Scholar is a fantastic resource. Here are some search tips for using Scholar.
Great, now that you have found some AAC research, how will you organize and keep track of it? Have you heard of Zotero? \"Zotero is a free, open-source research tool that helps you collect, organize, and analyze research and share it in a variety of ways.
Here is a quick video overview of how to use Google Scholar and Zotero to find and organize research:
","userID":17408,"timestamp":"2017-07-31T21:15:05.803","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":17,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":10683,"title":"How to find and manage AAC research (or any research for that matter)","body":"This post kicks off the collection and addresses these basic questions: How do you find AAC research? How do you organize and manage AAC research that you do find?
We hope you can find, take in, and organize research in AAC whether you are a person with complex communication needs, a family member, an educator, or even an AAC researcher.
For searching for AAC research, Google Scholar is a fantastic resource. Here are some search tips for using Scholar.
Great, now that you have found some AAC research, how will you organize and keep track of it? Have you heard of Zotero? \"Zotero is a free, open-source research tool that helps you collect, organize, and analyze research and share it in a variety of ways.
Here is a quick <4 minute video overview of how to use Google Scholar and Zotero to find and organize research: what is zotero.
","userID":17408,"timestamp":"2017-07-31T21:16:59.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1263,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5870,"postID":10683,"userID":17408,"timestamp":"2017-07-31T21:17:19.583"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"},{"starID":5875,"postID":10683,"userID":42771,"timestamp":"2017-09-16T21:54:59.247"}],"PostCollectionItems":[{"collectionItemID":272,"collectionID":122,"postID":10683,"quote":""}]}]}},{"collectionID":120,"name":"Communicating in the Community","description":"This post covers how to encourage effective and efficient communication in the community for low incidence students. We will discuss communicating in a variety of community settings with adults and peers. We will give tips and trick for special education teachers and SLPs on communicating in the community. ","dateCreated":"2017-06-06T14:20:12.457","bio":"Our group is comprised of 2 transition teachers, 2 high school teachers, 1 junior high teacher and 1 SLP at Kirk School. We work with students who have a wide range of communication abilities. We come from a variety of backgrounds with a wide range of experiences with children with complex communication needs. “Kirk School provides an intensive, comprehensive educational program for students from pre-kindergarten up to age 22 with significant needs. Needs may include significant cognitive disabilities, multiple disabilities, autism, hearing and visual impairments, physical/health impairments, communication disorders, sensory and/or behavioral impairments. Multi-sensory instruction is provided in a highly structured environment with intensive supports and resources to address individual student needs. Curricular programs reflect a rigorous academic focus adapted and/or modified based on individual student needs that incorporate Common Core Standards. Transition, vocational, and life skills instruction and services support students as they move from school to community living and work alternatives.” –Kirk School Website","published":true,"userID":14990,"PostCollectionItems":[{"collectionItemID":252,"collectionID":120,"postID":9951,"quote":"","Post":{"postID":9951,"title":"Visual supports in the Community","body":"Even students with robust and complex communication skills still benefit from the use of visual supports in the community. Carryover of skills taught in the classroom can be a very challenging component of teaching new communication skills. Even with extensive practice and drilling, some students may still demonstrate difficultly with carryover of skills. Visual supports can be very beneficial for students in the community. Not only do they have decrease prompting from staff, but then also help fostering increased independence with communication. Even non-verbal communications with a very limited vocabulary can communicate independently in the community with the use of visual supports.
\n
Menu: A visual menu can be great for all students to use! You can make the menu specific to the restaurant you are going to in the community. I use Boardmaker or a word document, but really anything will do. Student’s can look at the menu before leaving and select what they would like off the menu and once at the restaurant they can hand the visual menu to the cashier or waiter to place their order. A menu can also be a visual prompt for a student using an AAC device or their voice to order thus decreasing staff prompting. I always give all my students the opportunity to use the menu independently before stepping in. Make sure the menu you provide matches your student’s or child’s ability.
Schedule: Many student’s benefit from the use of a visual schedule (see attached). Schedules can look very different depending on your student, but all serve the purpose of laying out the overall expectations of the community outing. They can be simple or very detailed as long as them help the student. Not only does this provide organization of the student, but also provides communication opportunities for the student. It allows them to ask questions about their schedule or comment on it using their form of communication. I found this has helped to decrease behaviors for some of my students. The students were demonstrating inappropriate behaviors in the community because they were feeling anxious about not knowing the schedule or routine of the community outing and had no way to communicate that feeling with those around them. However, having this visual representation of the routine helped easy that anxiety thus the inappropriate behaviors when they were unable to communicate their feelings.
Communication Boards: I always carry at least 1-2 communication boards with me in the community. These boards serve as a back-up communication system or as a quick resource in a pinch. It quickly allows a student to access some basic core vocabulary. Again, it can also act as a visual prompt for the student. For example, put ‘hello’ on the communication board then point (gesture prompt) to it when it is time for the student to greet a community member using the communication system or a gesture. This helps to decrease the amount of verbal prompting used with the student.
Yes/No Boards: A yes/no board or strip are great for a student to have access to in the community especially for fringe vocabulary. You can also quickly assess comprehension of something if the child demonstrates mastery of yes/no. Yes/No is also great to use in the moment of a communication breakdown or with inappropriate behaviors due to difficulty communicating.
This is just a very small snapshot of different types of visual supports. Any of these can be made or adapted to meet the needs of your student. Be creative and don’t be afraid to try a few different things with your student. For example, try a vertical and horizontal visual schedule and see which one your student responds best to. Also, I’ve also had success using visual scripts to facilitate communication with community members. These methods are not meant to be a permanent form of communication, but rather a stepping stone.
If you have examples of what has worked for your student’s please comment below!
Attached to this post are examples of the mentioned visual supports.
One of my students uses a Tobii eye gaze device which is a not a communication device that can be brought into the community. I also have a student who is a limited verbal communicator and his parents do not want him to use a communication device. They are only comfortable with giving him picture prompts where he points to the word and says it out loud. When we go out into the community I bring a Velcro strip of core words as well as a social story of pictures of what we will be getting and the process of paying for our items. This system does not allow for greeting members of the community so I also bring a switch with, “hello, how are you, please and thank you.”
","userID":15595,"timestamp":"2017-06-08T17:29:12.973","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1139,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":15595,"userName":"bschmitt@nsseo.org","email":"bschmitt@nsseo.org","photo":"/Uploads/photo_15595.JPG","firstName":"Brittany","lastName":"Schmitt","city":"Arlington Heights","stateID":"IL","bio":"","lastLogin":"2016-09-11T19:08:37.76","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-27T23:10:15.487","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12883,"userID":15595,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":15595,"userName":"bschmitt@nsseo.org","email":"bschmitt@nsseo.org","photo":"/Uploads/photo_15595.JPG","firstName":"Brittany","lastName":"Schmitt","city":"Arlington Heights","stateID":"IL","bio":"","lastLogin":"2016-09-11T19:08:37.76","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-27T23:10:15.487","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12883,"userID":15595,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}}],"User":{"userID":14990,"userName":"jlaporte","email":"jlaporte@nsseo.org","photo":null,"firstName":"Jessica","lastName":"LaPorte","city":"Chicago","stateID":"IL","bio":"","lastLogin":"2016-08-31T16:28:09.083","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:09:58.707","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[{"starID":5646,"postID":8445,"userID":14990,"timestamp":"2016-09-16T18:51:47.997","Post":{"postID":8445,"title":"Preschool student ","body":"I have a 3 year old student who is brand new to school. She has limited mobility in arms and legs and is visually impaired. She has some head movement, but it is hard to say if it is volitional. I am trying to figure out a way to facilitate communication for her. I am thinking about some type of switch, but I am struggling with placement. Any advice?
","userID":15969,"timestamp":"2016-09-16T18:47:50.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":26,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5798,"postID":8693,"userID":14990,"timestamp":"2017-03-06T14:41:33.477","Post":{"postID":8693,"title":"Parent use of the Forum","body":"Kirk School is doing a parent night to show parent's the Communication Matrix and the Community of Practice. We would love to hear from parents that are using the Community of Practice. What do you like? what isn't helpful? any comments are appreciated.
","userID":12934,"timestamp":"2017-03-03T18:46:13.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}}],"UserTypeLookups":[{"userTypeLookupID":12877,"userID":14990,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":8681,"title":"Selecting Left pictures only","body":"I have a student that uses eye-gaze and/or touch to communicate. The student is typically presented a field of 2-3 pictures horizontally during highly motivating activities (i.e., meal times, social time, etc.). However, in over 50% of opportunities the student only selects the left picture. Any suggestions on how to break this trend?? Student does have limited mobility.
","userID":14990,"timestamp":"2017-03-01T14:41:13.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":356,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8699,"title":"Communication in place of behaviors","body":"I have student who only uses single words to label, share information and greet. The student struggles to request things if not given visual choices let alone combine 2-3 words to make the request more clear to the communication partner. We have tried to target this goal during highly motivating times; however, have still not seen much progress. Any other ways to target this?
","userID":14990,"timestamp":"2017-03-06T14:59:25.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5803,"postID":8699,"userID":2016,"timestamp":"2017-03-10T21:25:37.433"},{"starID":5809,"postID":8699,"userID":18000,"timestamp":"2017-03-11T21:32:51.633"}],"PostCollectionItems":[]},{"postID":9951,"title":"Visual supports in the Community","body":"Even students with robust and complex communication skills still benefit from the use of visual supports in the community. Carryover of skills taught in the classroom can be a very challenging component of teaching new communication skills. Even with extensive practice and drilling, some students may still demonstrate difficultly with carryover of skills. Visual supports can be very beneficial for students in the community. Not only do they have decrease prompting from staff, but then also help fostering increased independence with communication. Even non-verbal communications with a very limited vocabulary can communicate independently in the community with the use of visual supports.
\n
Menu: A visual menu can be great for all students to use! You can make the menu specific to the restaurant you are going to in the community. I use Boardmaker or a word document, but really anything will do. Student’s can look at the menu before leaving and select what they would like off the menu and once at the restaurant they can hand the visual menu to the cashier or waiter to place their order. A menu can also be a visual prompt for a student using an AAC device or their voice to order thus decreasing staff prompting. I always give all my students the opportunity to use the menu independently before stepping in. Make sure the menu you provide matches your student’s or child’s ability.
Schedule: Many student’s benefit from the use of a visual schedule (see attached). Schedules can look very different depending on your student, but all serve the purpose of laying out the overall expectations of the community outing. They can be simple or very detailed as long as them help the student. Not only does this provide organization of the student, but also provides communication opportunities for the student. It allows them to ask questions about their schedule or comment on it using their form of communication. I found this has helped to decrease behaviors for some of my students. The students were demonstrating inappropriate behaviors in the community because they were feeling anxious about not knowing the schedule or routine of the community outing and had no way to communicate that feeling with those around them. However, having this visual representation of the routine helped easy that anxiety thus the inappropriate behaviors when they were unable to communicate their feelings.
Communication Boards: I always carry at least 1-2 communication boards with me in the community. These boards serve as a back-up communication system or as a quick resource in a pinch. It quickly allows a student to access some basic core vocabulary. Again, it can also act as a visual prompt for the student. For example, put ‘hello’ on the communication board then point (gesture prompt) to it when it is time for the student to greet a community member using the communication system or a gesture. This helps to decrease the amount of verbal prompting used with the student.
Yes/No Boards: A yes/no board or strip are great for a student to have access to in the community especially for fringe vocabulary. You can also quickly assess comprehension of something if the child demonstrates mastery of yes/no. Yes/No is also great to use in the moment of a communication breakdown or with inappropriate behaviors due to difficulty communicating.
This is just a very small snapshot of different types of visual supports. Any of these can be made or adapted to meet the needs of your student. Be creative and don’t be afraid to try a few different things with your student. For example, try a vertical and horizontal visual schedule and see which one your student responds best to. Also, I’ve also had success using visual scripts to facilitate communication with community members. These methods are not meant to be a permanent form of communication, but rather a stepping stone.
If you have examples of what has worked for your student’s please comment below!
Attached to this post are examples of the mentioned visual supports.
Even students with robust and complex communication skills still benefit from the use of visual supports in the community. Carryover of skills taught in the classroom can be a very challenging component of teaching new communication skills. Even with extensive practice and drilling, some students may still demonstrate difficultly with carryover of skills. Visual supports can be very beneficial for students in the community. Not only do they have decrease prompting from staff, but then also help fostering increased independence with communication. Even non-verbal communicators with a very limited vocabulary can communicate independently in the community with the use of visual supports.
\n
Menu: A visual menu can be great for all students to use! You can make the menu specific to the restaurant you are going to in the community. I use Boardmaker or a word document, but really anything will do. Student’s can look at the menu before leaving and select what they would like off the menu and once at the restaurant they can hand the visual menu to the cashier or waiter to place their order. A menu can also be a visual prompt for a student using an AAC device or their voice to order thus decreasing staff prompting. I always give all my students the opportunity to use the menu independently before stepping in. Make sure the menu you provide matches your student’s or child’s ability.
Schedule: Many student’s benefit from the use of a visual schedule (see attached). Schedules can look very different depending on your student, but all serve the purpose of laying out the overall expectations of the community outing. They can be simple or very detailed as long as them help the student. Not only does this provide organization of the student, but also provides communication opportunities for the student. It allows them to ask questions about their schedule or comment on it using their form of communication. I found this has helped to decrease behaviors for some of my students. The students were demonstrating inappropriate behaviors in the community because they were feeling anxious about not knowing the schedule or routine of the community outing and had no way to communicate that feeling with those around them. However, having this visual representation of the routine helped easy that anxiety thus the inappropriate behaviors when they were unable to communicate their feelings.
Communication Boards: I always carry at least 1-2 communication boards with me in the community. These boards serve as a back-up communication system or as a quick resource in a pinch. It quickly allows a student to access some basic core vocabulary. Again, it can also act as a visual prompt for the student. For example, put ‘hello’ on the communication board then point (gesture prompt) to it when it is time for the student to greet a community member using the communication system or a gesture. This helps to decrease the amount of verbal prompting used with the student.
Yes/No Boards: A yes/no board or strip are great for a student to have access to in the community especially for fringe vocabulary. You can also quickly assess comprehension of something if the child demonstrates mastery of yes/no. Yes/No is also great to use in the moment of a communication breakdown or with inappropriate behaviors due to difficulty communicating.
This is just a very small snapshot of different types of visual supports. Any of these can be made or adapted to meet the needs of your student. Be creative and don’t be afraid to try a few different things with your student. For example, try a vertical and horizontal visual schedule and see which one your student responds best to. Also, I’ve also had success using visual scripts to facilitate communication with community members. These methods are not meant to be a permanent form of communication, but rather a stepping stone.
If you have examples of what has worked for your student’s please comment below!
Attached to this post are examples of the mentioned visual supports.
I have a student that uses eye-gaze and/or touch to communicate. The student is typically presented a field of 2-3 pictures horizontally during highly motivating activities (i.e., meal times, social time, etc.). However, in over 50% of opportunities the student only selects the left picture. Any suggestions on how to break this trend?? Student does have limited mobility.
","userID":14990,"timestamp":"2017-03-01T14:41:13.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":356,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8699,"title":"Communication in place of behaviors","body":"I have student who only uses single words to label, share information and greet. The student struggles to request things if not given visual choices let alone combine 2-3 words to make the request more clear to the communication partner. We have tried to target this goal during highly motivating times; however, have still not seen much progress. Any other ways to target this?
","userID":14990,"timestamp":"2017-03-06T14:59:25.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5803,"postID":8699,"userID":2016,"timestamp":"2017-03-10T21:25:37.433"},{"starID":5809,"postID":8699,"userID":18000,"timestamp":"2017-03-11T21:32:51.633"}],"PostCollectionItems":[]},{"postID":9951,"title":"Visual supports in the Community","body":"Even students with robust and complex communication skills still benefit from the use of visual supports in the community. Carryover of skills taught in the classroom can be a very challenging component of teaching new communication skills. Even with extensive practice and drilling, some students may still demonstrate difficultly with carryover of skills. Visual supports can be very beneficial for students in the community. Not only do they have decrease prompting from staff, but then also help fostering increased independence with communication. Even non-verbal communications with a very limited vocabulary can communicate independently in the community with the use of visual supports.
\n
Menu: A visual menu can be great for all students to use! You can make the menu specific to the restaurant you are going to in the community. I use Boardmaker or a word document, but really anything will do. Student’s can look at the menu before leaving and select what they would like off the menu and once at the restaurant they can hand the visual menu to the cashier or waiter to place their order. A menu can also be a visual prompt for a student using an AAC device or their voice to order thus decreasing staff prompting. I always give all my students the opportunity to use the menu independently before stepping in. Make sure the menu you provide matches your student’s or child’s ability.
Schedule: Many student’s benefit from the use of a visual schedule (see attached). Schedules can look very different depending on your student, but all serve the purpose of laying out the overall expectations of the community outing. They can be simple or very detailed as long as them help the student. Not only does this provide organization of the student, but also provides communication opportunities for the student. It allows them to ask questions about their schedule or comment on it using their form of communication. I found this has helped to decrease behaviors for some of my students. The students were demonstrating inappropriate behaviors in the community because they were feeling anxious about not knowing the schedule or routine of the community outing and had no way to communicate that feeling with those around them. However, having this visual representation of the routine helped easy that anxiety thus the inappropriate behaviors when they were unable to communicate their feelings.
Communication Boards: I always carry at least 1-2 communication boards with me in the community. These boards serve as a back-up communication system or as a quick resource in a pinch. It quickly allows a student to access some basic core vocabulary. Again, it can also act as a visual prompt for the student. For example, put ‘hello’ on the communication board then point (gesture prompt) to it when it is time for the student to greet a community member using the communication system or a gesture. This helps to decrease the amount of verbal prompting used with the student.
Yes/No Boards: A yes/no board or strip are great for a student to have access to in the community especially for fringe vocabulary. You can also quickly assess comprehension of something if the child demonstrates mastery of yes/no. Yes/No is also great to use in the moment of a communication breakdown or with inappropriate behaviors due to difficulty communicating.
This is just a very small snapshot of different types of visual supports. Any of these can be made or adapted to meet the needs of your student. Be creative and don’t be afraid to try a few different things with your student. For example, try a vertical and horizontal visual schedule and see which one your student responds best to. Also, I’ve also had success using visual scripts to facilitate communication with community members. These methods are not meant to be a permanent form of communication, but rather a stepping stone.
If you have examples of what has worked for your student’s please comment below!
Attached to this post are examples of the mentioned visual supports.
Even students with robust and complex communication skills still benefit from the use of visual supports in the community. Carryover of skills taught in the classroom can be a very challenging component of teaching new communication skills. Even with extensive practice and drilling, some students may still demonstrate difficultly with carryover of skills. Visual supports can be very beneficial for students in the community. Not only do they have decrease prompting from staff, but then also help fostering increased independence with communication. Even non-verbal communicators with a very limited vocabulary can communicate independently in the community with the use of visual supports.
\n
Menu: A visual menu can be great for all students to use! You can make the menu specific to the restaurant you are going to in the community. I use Boardmaker or a word document, but really anything will do. Student’s can look at the menu before leaving and select what they would like off the menu and once at the restaurant they can hand the visual menu to the cashier or waiter to place their order. A menu can also be a visual prompt for a student using an AAC device or their voice to order thus decreasing staff prompting. I always give all my students the opportunity to use the menu independently before stepping in. Make sure the menu you provide matches your student’s or child’s ability.
Schedule: Many student’s benefit from the use of a visual schedule (see attached). Schedules can look very different depending on your student, but all serve the purpose of laying out the overall expectations of the community outing. They can be simple or very detailed as long as them help the student. Not only does this provide organization of the student, but also provides communication opportunities for the student. It allows them to ask questions about their schedule or comment on it using their form of communication. I found this has helped to decrease behaviors for some of my students. The students were demonstrating inappropriate behaviors in the community because they were feeling anxious about not knowing the schedule or routine of the community outing and had no way to communicate that feeling with those around them. However, having this visual representation of the routine helped easy that anxiety thus the inappropriate behaviors when they were unable to communicate their feelings.
Communication Boards: I always carry at least 1-2 communication boards with me in the community. These boards serve as a back-up communication system or as a quick resource in a pinch. It quickly allows a student to access some basic core vocabulary. Again, it can also act as a visual prompt for the student. For example, put ‘hello’ on the communication board then point (gesture prompt) to it when it is time for the student to greet a community member using the communication system or a gesture. This helps to decrease the amount of verbal prompting used with the student.
Yes/No Boards: A yes/no board or strip are great for a student to have access to in the community especially for fringe vocabulary. You can also quickly assess comprehension of something if the child demonstrates mastery of yes/no. Yes/No is also great to use in the moment of a communication breakdown or with inappropriate behaviors due to difficulty communicating.
This is just a very small snapshot of different types of visual supports. Any of these can be made or adapted to meet the needs of your student. Be creative and don’t be afraid to try a few different things with your student. For example, try a vertical and horizontal visual schedule and see which one your student responds best to. Also, I’ve also had success using visual scripts to facilitate communication with community members. These methods are not meant to be a permanent form of communication, but rather a stepping stone.
If you have examples of what has worked for your student’s please comment below!
Attached to this post are examples of the mentioned visual supports.
Sabotage can be an effective method to elicit communication with struggling communicators. Examples of this practice can be done in any aspect of a child’s day. These methods are meant to prompt a student to communicate a want, need or protest. Ideally, students initiate communication upon reacting to the sabotage. If the target student does not respond to the environmental stimuli, a teacher can use an open ended question or statement to indirectly reference the sabotage. If this prompt fails to prompt the student to communicate, more direct questioning can be used to draw the student’s attention to the sabotage and then request communication from the student. Below are examples from different activities during the school day where sabotage can be used to initiate student communication.
\n-During a reading activity where all children are reading the same text, give the targeted student a book with pages missing. The teacher could spend more time talking about those pages to prompt a student to notify someone about their missing pages. If communication isn’t independently initiated by the student, the teacher could use open ended questions to prompt the student to communicate their problem with their book.
\n-During a physical education game, give the target student a ball that is heavily deflated compared to other balls used by students. If the student does not independently request a new ball, the teacher can prompt using a general statement or question such as “Your ball isn’t bouncing very high, why is that?”
\n-During a snack activity, give the target student a juice box with the straw missing. The student may explore ways to drink without the straw or initiate communication with an adult to get help. An open ended statement or question example could be “That’s a strange way to drink your juice…”
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\nTeaching students to communicate is all about arranging an environment where the student will WANT or NEED to communicate in order to get his or her agenda/intent met. We create situations where the student needs to use the target skill/communicate. As speech-language pathologists, we know that communication is not an activity we practice. It occurs all day long in a variety of natural contexts and settings.
\nCommunication begins with intent. Getting from intent to action is what is difficult for our students and students with multiple disabilities.
\nWe must begin with the understanding that expressive communication is a function of the child’s intent or what the child wants/needs.
\nWhy is arranging the environment so important? The physical and social structure can facilitate learning and social interactions.
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The students will then request when they want something that they cannot reach. In order to set up the environment in this way, place preferred items on higher shelves where students cannot reach, or withhold items during activities. This forces the students to ask for help or for the item when they themselves cannot get it.
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","userID":14971,"timestamp":"2017-05-31T15:15:41.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":480,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5846,"postID":9819,"userID":2018,"timestamp":"2017-06-18T18:03:45.503"}],"PostCollectionItems":[{"collectionItemID":239,"collectionID":118,"postID":9819,"quote":""}]}]}},{"collectionID":117,"name":"Educating community members about AAC","description":"Variety of posts to help you address community members about our students who use AAC","dateCreated":"2017-05-31T13:15:41.313","bio":null,"published":true,"userID":15006,"PostCollectionItems":[{"collectionItemID":234,"collectionID":117,"postID":9815,"quote":"","Post":{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
When we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
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First, it is important for you to get familiar with the AAC device or system. Try to create sentences with it and hold conversations with your partner or a friend using your child’s AAC device. Once you are more familiar with the system, it is important for you to consistently speak to your child through their mode of communication. For them to be motivated to use their device they need to be exposed to other people modeling and using their device. As you are talking to your child push the buttons along with whatever you’re saying. It is important to encourage your child to attempt to use the AAC device even if their responses are not meaningful. Do not take away the device if they are exploring their language. Instead, expand off of their words to create conversations and model back to them with their device. In conclusion, it is important to get to know your son/daughters mode of communication, model the communication consistently, and expand off of the meaningful and non meaningful responses. It is all communication. It is ok to make mistakes in this process. This is all a learning process.
","userID":14982,"timestamp":"2017-05-31T13:54:15.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":879,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5853,"postID":9817,"userID":2018,"timestamp":"2017-06-18T18:08:10.52","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}}],"User":{"userID":14982,"userName":"eloos","email":"eloos@nsseo.org","photo":"","firstName":"Emma","lastName":"Loos","city":"","stateID":null,"bio":"","lastLogin":"2016-08-31T15:24:36.83","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:09:57.977","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":14982,"userName":"eloos","email":"eloos@nsseo.org","photo":"","firstName":"Emma","lastName":"Loos","city":"","stateID":null,"bio":"","lastLogin":"2016-08-31T15:24:36.83","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:09:57.977","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":240,"collectionID":117,"postID":9826,"quote":"","Post":{"postID":9826,"title":"Peer to Peer Interaction with AAC","body":"As a teacher for students with multiple disabilities, encouraging peer to peer interactions can be a major challenge. I have found that many of my students prefer to communicate with staff rather than with their own peers. Students need to be presented highly structured opportunities in order to engage in purposeful interactions with each other.
During our morning meetings, I have students practice writing letters to one another using their language on their AAC device (Touch Chat for the majority of my students). They choose their communication partner on their device and write a message or a comment related to a picture. They will then engage in a communication exchange with one another where they read their message to their partner.
It is also equally important for our students to interact with their typically developed peers. Throughout the school year, I have had a local high school student come to my classroom 3 times a week as part of their teacher prep program. This high school student needed to be trained in how to communicate with our students. Your typical high school student has most likely never even heard of Touch Chat or other similar AAC programs. I had to train her in how to communicate using each students AAC device. Many typical peers may be too timid to interact with their peers with disabilities only because they do not know how to effectively communicate with them. The more they can be accustomed to the different types of communication devices that our students use, the better communicative exchanges can occur between our students with disabilities and their typical peers.
When using AAC in the community, I notice that communication partners look to me (or other person with the individual using AAC) instead of the person using the device. I try to use non-verbal and verbal cues to indicate that the student has an AAC device and would like to communicate a message but often times they still look towards me. Is this an issue others have as well and do you have any strategies for helping community members to honor AAC?
","userID":15357,"timestamp":"2017-05-31T19:41:14.687","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":543,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5855,"postID":9825,"userID":2018,"timestamp":"2017-06-18T18:08:53.16","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}}],"User":{"userID":15357,"userName":"aallen","email":"aallen@nsseo.org","photo":null,"firstName":"Arielle","lastName":"Allen","city":"Palatine","stateID":"IL","bio":"Special Education Teacher for students with severe cognitive impairments and multiple health impairments. I taught 7 years in Chicago Public Schools and just started at an all Special Needs school in the Chicago Suburbs.","lastLogin":"2016-09-07T18:37:48.173","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"Kirk","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-26T23:02:54.663","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":18250,"userID":15357,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":15357,"userName":"aallen","email":"aallen@nsseo.org","photo":null,"firstName":"Arielle","lastName":"Allen","city":"Palatine","stateID":"IL","bio":"Special Education Teacher for students with severe cognitive impairments and multiple health impairments. I taught 7 years in Chicago Public Schools and just started at an all Special Needs school in the Chicago Suburbs.","lastLogin":"2016-09-07T18:37:48.173","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"Kirk","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-26T23:02:54.663","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":18250,"userID":15357,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":245,"collectionID":117,"postID":9827,"quote":"","Post":{"postID":9827,"title":"Educating our community partners on students use of AC devices out in the community","body":"Our utilization of Alternative communication devices within the community involve a 1 button switch that states either one of the following “I would like to order ____________” or “thank you” while at the cashier counter. When the cashier has questions relating to the use of our students use of AC device for communication, this presents an opportunity to educate those in the community on AC devices. We will usually share with the cashier that our students have already made the selections prior to arriving to the counter, we as staff will then program the AC device so our students can voice their desired menu item. As we frequent these establishments regularly, the staff people will become more accustomed to our students using technology for communication and open more opportunities for dialogue on AC devices. One idea that we have yet to implement would be to type out a basic informational sheet to share at restaurants on how our students use their AC device at home or in the school environment.
","userID":14967,"timestamp":"2017-05-31T20:30:57.123","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":780,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5856,"postID":9827,"userID":2018,"timestamp":"2017-06-18T18:09:30.927","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}}],"User":{"userID":14967,"userName":"Roy Trost-Rekich","email":"rtrost@nsseo.org","photo":"/Uploads/photo_14967.jpg","firstName":"Roy","lastName":"Trost-Rekich","city":"Palatine","stateID":"IL","bio":"","lastLogin":"2016-08-31T13:38:08.64","admin":false,"website":"","noShowEmail":false,"twitter":"@mrroy133","facebook":"","charter":true,"organization1":"NSSEO","organization2":"Kirk School","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-19T23:10:04.2","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12888,"userID":14967,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":14967,"userName":"Roy Trost-Rekich","email":"rtrost@nsseo.org","photo":"/Uploads/photo_14967.jpg","firstName":"Roy","lastName":"Trost-Rekich","city":"Palatine","stateID":"IL","bio":"","lastLogin":"2016-08-31T13:38:08.64","admin":false,"website":"","noShowEmail":false,"twitter":"@mrroy133","facebook":"","charter":true,"organization1":"NSSEO","organization2":"Kirk School","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-19T23:10:04.2","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12888,"userID":14967,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}}],"User":{"userID":15006,"userName":"gspinoso","email":"gspinoso@nsseo.org","photo":"/Uploads/photo_15006.jpg","firstName":"Gina","lastName":"Spinoso","city":"Palatine","stateID":"IL","bio":"","lastLogin":"2016-08-31T17:45:45.633","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:10:00.147","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[{"starID":5645,"postID":8445,"userID":15006,"timestamp":"2016-09-16T18:49:57.857","Post":{"postID":8445,"title":"Preschool student ","body":"I have a 3 year old student who is brand new to school. She has limited mobility in arms and legs and is visually impaired. She has some head movement, but it is hard to say if it is volitional. I am trying to figure out a way to facilitate communication for her. I am thinking about some type of switch, but I am struggling with placement. Any advice?
","userID":15969,"timestamp":"2016-09-16T18:47:50.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":26,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5650,"postID":8449,"userID":15006,"timestamp":"2016-09-16T18:54:52.95","Post":{"postID":8449,"title":"Beginning Communication Matrix","body":"Hi, my name is Emma Loos. I am beginning the communication matrix this year and am excited to explore and learn this new system.
","userID":14982,"timestamp":"2016-09-16T18:51:21.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5833,"postID":9770,"userID":15006,"timestamp":"2017-05-10T19:48:53.537","Post":{"postID":9770,"title":"Using a Surface Pro with the Tobii PC Eye Go to communicate","body":"In my multi needs high school classroom I have a student with RETTS. Claudia was successful using Look to Learn an eye gaze training program as well as Help Kids Learn. She has been able to identify 14/25 core vocabulary words in our literacy testing using eye pointing. Because of how successful she was with these our team decided that she would be a great candidate for an AT evaluation for the Surface Pro with the Tobii PC Eye Go. Claudia has been using the Surface Pro now for over a couple of months and is doing awesome! She is communicating very appropriately with the classroom staff. Claudia has communicated when she needs a break and events that will take place (i.e. appointment tomorrow) because she had a doctor's appointment the following day. I am so excited about the progress I've seen with the Surface Pro with the Tobii PC Eye Go !
","userID":3231,"timestamp":"2017-05-10T13:58:36.337","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1121,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}}],"UserTypeLookups":[{"userTypeLookupID":25403,"userID":15006,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":8537,"title":"Sign Language resources for those with deafblindness","body":"I was wondering if anyone had research/resources for sign language for those who are blind. My student is 20 years old. We have attempted picture cards with tactile input for yes/no however he has shown inconsistent functional use of the pictures. During feeding he will consistently show a sign for drink by forming his hand ready to hold a cup. With modeling he will at times sign a modified more. I wanted to build on these skills since he gravitates toward sign over pictures with tactile input.
If anyone has research or ideas that would be great. Thanks!
","userID":15006,"timestamp":"2016-11-15T21:25:04.28","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5706,"postID":8537,"userID":2016,"timestamp":"2016-11-19T00:29:14.853"}],"PostCollectionItems":[]},{"postID":8615,"title":"Prompting Students with Autism Who Resist Tactile Cues","body":"Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5768,"postID":8615,"userID":2023,"timestamp":"2017-01-27T23:56:05.577"},{"starID":5769,"postID":8615,"userID":9043,"timestamp":"2017-01-30T18:15:46.693"}],"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]},{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
I was wondering if anyone had research/resources for sign language for those who are blind. My student is 20 years old. We have attempted picture cards with tactile input for yes/no however he has shown inconsistent functional use of the pictures. During feeding he will consistently show a sign for drink by forming his hand ready to hold a cup. With modeling he will at times sign a modified more. I wanted to build on these skills since he gravitates toward sign over pictures with tactile input.
If anyone has research or ideas that would be great. Thanks!
","userID":15006,"timestamp":"2016-11-15T21:25:04.28","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5706,"postID":8537,"userID":2016,"timestamp":"2016-11-19T00:29:14.853"}],"PostCollectionItems":[]},{"postID":8615,"title":"Prompting Students with Autism Who Resist Tactile Cues","body":"Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5768,"postID":8615,"userID":2023,"timestamp":"2017-01-27T23:56:05.577"},{"starID":5769,"postID":8615,"userID":9043,"timestamp":"2017-01-30T18:15:46.693"}],"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]},{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Ryan uses his AC device to work in the community. He goes to his home district to shred paper. Ryan communicates 3 different messages. #1- He greets the people in the office. #2- Asks if there is paper for shredding and #3- Thanks them. Those are the three messages in his AC device. When done asking different people for paper to shred in the office he proceeds to do his shredding job. He has enjoyed being out in the community and socializing.
","userID":3231,"timestamp":"2017-06-06T20:28:56.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":823,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5850,"postID":9961,"userID":2018,"timestamp":"2017-06-18T18:05:31.397","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}}],"User":{"userID":3231,"userName":"Gloria","email":"gguevara@nsseo.org","photo":null,"firstName":"Gloria","lastName":"Guevara","city":"Palatine","stateID":"IL","bio":"","lastLogin":"2015-12-03T11:04:59.267","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:01:00.943","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12075,"userID":3231,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":3231,"userName":"Gloria","email":"gguevara@nsseo.org","photo":null,"firstName":"Gloria","lastName":"Guevara","city":"Palatine","stateID":"IL","bio":"","lastLogin":"2015-12-03T11:04:59.267","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:01:00.943","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12075,"userID":3231,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}}],"User":{"userID":14981,"userName":"vanessa","email":"Vwilkinson@nsseo.org","photo":"/Uploads/photo_14981.jpg","firstName":"Vanessa","lastName":"Wilkinson","city":"","stateID":"IL","bio":"","lastLogin":"2016-08-31T15:24:18.753","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"NSSEO","organization2":"Kirk School","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:09:57.493","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":25283,"userID":14981,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":9823,"title":"Examples of Student Dedicated AAC Devices for Vocational Tasks","body":"Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
Three Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
Three Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
This week I will be sharing with you the top four gems I found while facilitating and developing language with my student who has CHARGE Syndrome. I have permission from his parents to talk about the strategies we have discovered. I want to provide some background knowledge on both of us for you before I get into the strategies. His name has been changed to \"Marcos\" for his privacy.
When We Met
Marcos and I began working together 3 years ago. His “hearing age” is just a tad bit older than that now because the interpreter before me noticed that he did not seem to respond to sound at all. His parents listened to her observation and brought Marcos back to the audiologist. They found that cochlear implant surgery had failed. It was staggering news. So they re-embarked on the cochlear implant journey and tried the surgery again. June of 2014, the new implant was programmed and turned on. In July, Marcos went back to pre-k with a new interpreter. Me. I began running around like a maniac, trying to save the processing device from being put away in the play kitchen cupboards, or lost in the sand box, and even snatched up by another student who liked to flush everything down the toilet! Oh my! As you likely know, they are magnetic and so are door jams, buses, and table legs! Oh, how much he has grown since then! By mid-year he was on the speech banana. He could recognize sounds! The implant worked this time. This was a huge breakthrough and a huge relief to his family after going through surgery twice, I cannot imagine how many fingers and toes they had crossed for this. Even though he was able to hear all 6 Ling sounds, Marcos seemed to prefer silence.
\nRealizing My Role
As a sign language interpreter, I was trained to support anyone with hearing loss, who used sign language, through interpreting services. But I will be honest with you, the focus during my training was typically toward the Deaf Community and people who adhered to Deaf Culture, not 3 year-olds with CHARGE Syndrome and a shiny new $10,000 processing device, who cannot yet tell you their preferences. I realized my role would be a bit different than what I had specifically prepared for as “interpreter”. This student was going to need so much support to orient to the world around him before I could be of any use interpreting formal language for him. It was my job to try and make the world make sense. I would need to figure out his preferences.
\nMy role took on a whole new meaning when I began to realize that I must also orient Marcos to sounds happening around us and what they meant and teach him to listen. When working with someone with deafblindness, I was trained to also incorporate what is going on visually. With this student I began to feel my role of interpreter blend into a role I had previously trained for, Support Service Provider. So that is how I began to function. I did not realize that there was actually a job for this until much later called “intervener”.
\nBackground on Marcos Levels on the Matrix:
Our first year together Marcos typically used some but not all areas of Level 1, 2, and 3 and began to emerge into Level 4 on the Communication Matrix to communicate.
\nOur second year together Marcos typically used mostly Level 2, 3, and some of 4.
\nThis current school year Marcos spans a wide range of levels from 3 to 4, some 5, 6, and 7.
Over the next four days I will share some of the observations I made as Marcos’ interpreter and some of the ways we were able to mediate some of the challenges to increase his ability to understand and express language. I am looking forward to this!
\nI also want to extend a huge thanks to Marcos and his family. Thank you for your permission to share my experiences with your son.
\nThis week's topics will include posts on the gems we discovered:
\nHearing - “But he won’t keep it on!” - How we got \"that thing” to stay on his head
\nGoing Beyond Labeling - Auditory Verbal Therapy and modeling comments
\nAssigning Meaning to Expressive Attempts - Just do it.
\nPromoting Literacy - The sounds have signs. Both have a written form!
*Check back soon because I will be adding a YouTube video for signed version of this post.
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I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. 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\nMarcos' parents made the choice to implant their son with a cochlear implant, not once, but twice! I knew it was a top priority for Marcos’ parents that he try to learn to hear.
The Challenge: Keeping the Cochlear Implant Processing Device Connected
\n“That thing” was everywhere but on his head for a whole year. Eventually, he learned to leave the earpiece (part that holds the microphone and processor) on, but let the magnet (part that transmits sound to the electrode inside his ear) hang down. I accepted this and would ask him to put it on himself. He learned to choose when he would hear and when he would not by reaching his fingers back to take it on or off. This was a valuable piece of control I believe he needed and wanted to have.
\nAt the end of last year some things changed. Marcos started leaving his entire processor on to listen to everything going on around him for extended periods of time without removing it. With this he started grinding his teeth so hard and so loud that classmates started covering their ears and asking him to stop. It was not only bad for his teeth, it was bad for his level of stress. He needed compression therapy to help regulate himself. He would get so upset he would shake and turn red. He would also become exhausted. He was too worn out to be involved in all aspects of the school day. I learned that he wanted to hear but something about it was hurting him.
\nThe Observations: Background Noise
\nMarcos’ nurse and I noticed that Marcos usually had these adverse reactions in groups, large classrooms, the gym, and any place with background noise like fans, blowers, small breakout groups, and more. We saw, however, during one-on-one time with people like the Speech and Language Pathologist, Marcos kept the processing device totally on most of the session. He kept hearing what he wanted to hear! Marcos' mother and nurse explained this observation about background noise and his over-stimulation responses to the audiologist.
\nThe Gem: The Audiologist Reset the Sensitivity on His Programs
\nThis was explained to me in layman's terms. Think of Marcos’ processor as the center of a circle. The radius for “picking up sound” spreads far and wide around it. The new programming reduced this circle to a six-foot radius! And now he leaves his sound on almost all of the school day! From what I understand, his processor is only sensitive to sounds happening within six feet of it. This, by default, reduces the background sounds happening beyond the six feet. He is using less energy to filter through what is important and what is not. Sounds are more meaningful because they are happening in an area he is immediately experiencing. His awareness of the classroom and connection to his friends is increasing as well as his use of expressive language through sign.
\nThe Suggestion: Ask About It
If your student or child is not interested in keeping the cochlear implant device on his or her head, ask the audiologist if it is possible to reduce the radius of sound available to them. This could be useful for children with deafblindness and cochlear implants, or anyone else, who are startled, scared, or overwhelmed by sounds far beyond themselves. It's worth a shot! If you change the program, remember to let everyone who works with the child know about the change. Otherwise, they may find themselves several feet away and completely ignored (smile).
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I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. 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As many of us know, our learners are trying to communicate with us but we do not always know what they are saying. Or in many cases, it seems our child or student has nothing to say that is their own. I want to see Marcos express his own desires without other’s propulsion. Although Marcos can hear with his cochlear implant his expressive language is through sign language. We have been pairing Auditory-Verbal Therapy strategies with sign language so that Marcos has access to the language he hears and can see what he will learn to say himself.
The Challenge: Minimal Expression Unless Requested
\nMarcos needed to be prompted to touch objects or pictures and to respond to “yes” and “no” questions as well as “wh” questions. Marcos became skilled at labeling, and his vocabulary is, I think, pretty impressive because he can touch just about anything that has a name if you ask him to. He knows a lot of words but he rarely strings them together. I remember feeling the same way when I was acquiring my second language. I learned sign language vocabulary from watching vocabulary dictionaries and videos and I was afraid to talk to Deaf people because I knew I could not form a sentence. I knew there had to be more to it than, “word, word, word” and I was embarrassed. Once I began immersion classes everything started to come together. How could we get him to understand that language is more than answering questions and waiting for someone to guess what it is you want?
\nThe Observations: Questions, Questions, Questions and Anxiety
\nFirst, I noticed he was shy of signing the words he knew because they did not look the same on his hands compared to mine and others. It was hard for him to move his fingers into the right shapes and control the right movements. I started co-signing with him as well as looking in a mirror together so he could see better. After feeling and studying the movements of signs, he began to gain more confidence and I was able to “catch” what he was saying as he labeled. He began to understand that I understood him. The second thing I noticed was the amount of anxiety he would exhibit when asked a question that he did not know the answer to. “Marcos’, what do you want? What do you need? What is that? Where is that? Is that a _____? Yes or no!?” I realized that, often, we were expecting far too much from him. We had to go back and remember that the incidences of him seeing anyone else answer these kinds of questions in sign language was not only low but probably zero. He had minimal exposure to others who signed like him. It must have felt like every day was a new and confusing test for which he had never been given the chance to study.
\nThe Gem: Model Comments
\nWe started modeling the answers to the questions instead of pelting a multitude of questions to a little boy who had never ever seen anyone answer a question.
\nExamples:
\n1. Me: Nurse Kim, what do you want?
\nNurse Kim: I want water.
Me: Oh ok. I can go get you some water.
\n2. Me: Marcos, I need the bathroom. I am going to the bathroom now. I’ll be right back, okay.
\nMarcos: [Looks at me]
\n3. Me: I need compressions, Nurse Kim. Help me?
\nNurse Kim: Yes, I’ll help you. (Gives compressions). Does Marcos want a turn?
\nMarcos: Yes! Yes! Yes!
\n4. Me: I want to put my coat on because its cold outside. Marcos’ lets go get your coat. We can wear coats together.
\n5. Me: Oh look! That cat is blue! That’s funny!
\nMarcos: Blue, blue, blue. Funny, funny, funny!
\nThe Suggestion: Model More, Test Less
\nI think it is easy to fall into the habit of asking questions all the time for several reasons. The learner may not be offering information and this is a way to extract it. It may be easier to ask a “yes” or “no” question to get the answer we need to know at that moment. And it also very well may be what the child needs. I am not saying that it is wrong to ask questions of our learners. I want to discourage questions from being the go-to strategy because if we do not model the answers (and comments) we might not reach the goal of self-driven expression.
\nIn the case of developing language, I suggest to let the questioning (read: testing) rest for a little while. Model comments and answering first. I do suggest being mindful of what the child may have in their language mode vocabulary. This can help the student by using what he knows and building on his ability to also produce it independently or with minimal assistance.
\nSide Note: We are still currently at this stage of modeling. This stage should never end. It continues for each of us. We are all constantly being exposed to language and new ways of arranging thoughts into words. Keep it going!
","userID":13582,"timestamp":"2017-05-31T21:59:48.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":888,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5841,"postID":9828,"userID":37092,"timestamp":"2017-06-02T01:35:25.88","User":{"userID":37092,"userName":"Ladycarlin","email":"ladycarlin@gmail.com","photo":null,"firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2017-05-31T11:47:50.077","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"never","lastEmailSent":"2017-05-31T23:09:26.27","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[]}}],"User":{"userID":13582,"userName":"kqcarlin","email":"kqcarlin@gmail.com","photo":"/Uploads/photo_13582.png","firstName":"Kate","lastName":"Carlin","city":"Charlotte","stateID":"NC","bio":"I am an Educational Interpreter in North Carolina. I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. 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I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. She is wearing a black shirt with black squiggly embroidered designs. The background is of several muddled shades of grey.\n","lastLogin":"2016-07-13T19:49:43.567","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"East Carolina University","organization2":"Union County Public Schools","staff":false,"emailer":"never","lastEmailSent":"2016-08-23T23:18:15.773","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817"},{"starID":6152,"postID":9812,"userID":13582,"timestamp":"2023-01-11T11:58:39.163"}],"UserTypeLookups":[]}}},{"collectionItemID":246,"collectionID":116,"postID":9834,"quote":"This post talks about some strategies that can helped us understand Marcos and teach him that his communicative attempts do mean something.","Post":{"postID":9834,"title":"Assigning Meaning to Expressive Attempts - \"Just do it.\"","body":"The Desire: Expression Through Sign
We wanted Marcos to move away from non-conventional ways of expressing himself and toward the use of sign language.
The Challenge: Understanding \"Marcos Sign Language\"
Marcos could sign some words that were clear but most were not. How could we help him be more understood?
The Observations: Understanding the Parameters and How Marcos Mediated Them
All modes of communication have parameters. To speak, a person must be able to get air from the lungs and over the vocal cords and move out tongues, jaw, and lips to form words. When these processes come together words are formed by the parameters of speech being present. The same goes for any other communication mode. A person must be able to operate within the parameters of the system. The Four Parameters of Sign Language are:
\n1. Handshape - How is the hand formed? Is it in a fist? A pointer finger extended? Are all five fingers spread out?
\n2. Location - Is the sign in the right place? In front of the body? Touching the forehead? On the left shoulder?
\n3. Movement - Are the hands moving in the right way and direction? Is the action coming from the wrist? The elbow? The shoulder? Are my hands moving toward or away from midline? Up or down? Toward or away from my body?
\n4. Orientation (palm orientation) - Is my palm facing up, down, to the left or right?
\nAll of these parameters are challenging for Marcos to produce simultaneously. For example, he may have the handshape, orientation, and location for a sign correct, but how he moves will be different. Or the orientation of his palms is perfect, but where he places the sign is not accurate and the handshape might be different. Most of the signs he produces have anywhere from one to three of the parameters in place but rarely all four.
\nI also observed signs that are two-handed and symmetrical handshapes are easiest for Marcos. For example BALL, MORE, SHOE. These signs also require low amount of gross and fine motor movement control. This showed Marcos he could sign and could be understood some of the time. He asked for \"MORE TICKLES\" all the time! And we were able to gratify that immediately.
\nThe Gem: Throw Out the Parameters and Assign Meaning
\nNo child acquires language without flaw. He will babble, mimic, and experiment. The parameters of developed language come later. If we rely on context to understand what a child is saying we can feed it back by saying it and showing it the formal way. The learner then sees that we understood him and he's exposed to the sign that fits into the parameters. In Auditory Verbal Therapy this is called “closing the auditory loop.\" I find this to be a valuable technique. If I can observe what Marcos is seeming to say I assign that meaning to it and that becomes “Marcos Sign Language” until he develops clearer formal signs. Once Marcos realized that what he was doing was understood he began to say the same things repeatedly. He began to babble by signing “WANT WANT WANT” to himself over and over again. He would watch his fingers and study how they moved. He started linking “WANT” to other signs he knew I understood. And he started making requests! \"WANT iPAD.\" \"WANT CAR.\" \"WANT NOTHING.\"
\nThe Suggestion: Communication and Consistency
\nCommunicate what you see and assign. You need to have a good memory, descriptively write things down, or video record what the student is saying and the meaning assigned to it. This becomes your working dictionary of what is being expressed and what it means. A great way to share this communication is to make a communication notebook or Google document for parents, therapists, and school teams to update and check regularly so the interpretation is consistent. The learner must learn what he does means something every time it is done the way he is doing it. This will only work if many people who interact with him interpret his meaning the same way. The common response communicates that he is understood.
\nAs part of my role, I chose to regularly update Marcos’ mother, teachers, and therapists about what I was seeing and what it meant on a daily basis in person and through a communication notebook.
\nThis strategy is not exclusive to sign language. You can use this for any child and any cue he/she may give. Does a certain frown or yelp happen when she gets hungry? “I’m hungry.” A working dictionary to assign meaning can be used for anyone. Any time he/she does _____ it means_____. Plan a clear and consistent response and decide what will be said.
Side Note: We also used several strategies to help Marcos see and experience signs. We signed in the mirror. I would sit behind him and put my hands around him so he could discover what signs looked like from his own visual perspective. I let him hold, touch, and explore my hands as I sign. I produced signs more slowly so he could experience the movement more fully. We used some co-signing. Also, long-term occupational therapy has helped strengthen Marcos hands to learn fine motor control as well has his hand-eye coordination.
","userID":13582,"timestamp":"2017-06-01T15:34:01.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2735,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5843,"postID":9834,"userID":37092,"timestamp":"2017-06-02T01:36:01.023","User":{"userID":37092,"userName":"Ladycarlin","email":"ladycarlin@gmail.com","photo":null,"firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2017-05-31T11:47:50.077","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"never","lastEmailSent":"2017-05-31T23:09:26.27","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[]}}],"User":{"userID":13582,"userName":"kqcarlin","email":"kqcarlin@gmail.com","photo":"/Uploads/photo_13582.png","firstName":"Kate","lastName":"Carlin","city":"Charlotte","stateID":"NC","bio":"I am an Educational Interpreter in North Carolina. I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. 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I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. 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","body":"The Desire: For Marcos to Become a Reader
Marcos loves to look at books. For as long I a have known him, books have been something he likes to do on his own and with others. He likes the pictures and the pages. He will sit and listen to a short book with anyone. His parents hope that one day Marcos becomes a reader.
The Challenge: How Can We Help Marcos Learn to Read
Learning to read is a challenge for everyone. I really do not think Marcos is different from anyone in this respect. I do know that to learns to read, he will need to have several high incidences of success. By this I mean it would set him up for failure to ask him to read and sign words he does not know how to sign or does not have the concept built behind. How would we help him have high level of success? What materials would we use? Is there anything out there? No, not really. Finding material that is specific to one to Marcos vocabulary is a high bill to fill right now.
\nThe Gem: Showing That Language Has Many Forms - Sign It, Say it, Write it, See It
I started using the materials that were readily available. Why not have Marcos be the author? Why not write down what he says so he can see it? I know he can sign it 100% if he is the one who said it. So when Marcos signs something I write it out in words on a white board with thick black expo marker. I then sound it out so he can see the written form of what he signed goes with the sounds. I point to the word and then sign it. I welcome him to point and sign it with me. By doing this he is exposed to the written form of what he can already say. I am not asking him to learn to read something that he cannot yet sign. I take what he has said and freeze it in text. Another way of providing high-success material is to make custom books. Marcos’ mother also began making little paper books using his mastered expressive vocabulary and pictures of himself, his family, things he likes, and places he goes. He loves these books and looks through them over and over again. Both of these strategies are helping expose Marcos to reading in a way that is high interest and confidence building. Both of the strategies keep Marcos attention for a short time. His eyes are wide and he participates. We have to keep in mind, too that eye fatigue can happen to him. He is probably working hard to see words and break away from the page to see the sign. Right now short bursts of time are working.
\nThe Suggestion: Try it
\nWhen you sense the time is right, I would suggest trying this strategy we discovered with the learner's working expressive vocabulary so that reading is both interesting and confidence building. I asked a friend of mine, Colly Baird, who is an English teacher at Indiana School for the Deaf what her top tip is to get her students to read and like it. She told me she lets the students read what they like until they realize they can read for more than pleasure. It doesn't matter to her if all they read are books on bears or ninja turtles or Disney princesses for a year or two as long as they don't stop reading. Now that is honoring likes and dislikes! And utilizing what students like to propel them forward.
","userID":13582,"timestamp":"2017-06-02T11:14:58.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1055,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5844,"postID":9844,"userID":6403,"timestamp":"2017-06-08T01:36:33.303","User":{"userID":6403,"userName":"Vicki Clarke","email":"Vicki@mydynamictherapy.com","photo":null,"firstName":"Vicki","lastName":"Clarke","city":"Kennesaw","stateID":"GA","bio":"SLP and AAC specialist in private practice serving individual families, consulting in schools and sharing resources","lastLogin":"2015-07-12T07:24:40.43","admin":false,"website":"www.mydynamictherapy.com","noShowEmail":false,"twitter":"AACchicks","facebook":"Dynamic Therapy Associates Inc","charter":false,"organization1":"Dynamic Therapy Associates","organization2":null,"staff":false,"emailer":"Weekly","lastEmailSent":"2020-09-27T23:03:26.41","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":6585,"userID":6403,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":13582,"userName":"kqcarlin","email":"kqcarlin@gmail.com","photo":"/Uploads/photo_13582.png","firstName":"Kate","lastName":"Carlin","city":"Charlotte","stateID":"NC","bio":"I am an Educational Interpreter in North Carolina. I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. 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I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. 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I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome.\n\nPicture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. She is wearing a black shirt with black squiggly embroidered designs. The background is of several muddled shades of grey.\n","lastLogin":"2016-07-13T19:49:43.567","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"East Carolina University","organization2":"Union County Public Schools","staff":false,"emailer":"never","lastEmailSent":"2016-08-23T23:18:15.773","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817","Post":{"postID":10103,"title":"Can slowing speech help someone with CVI?","body":"I really enjoyed this short blog. Thought provoking on the ways we use speech to support students with Cortical Visual Impairments (CVI)
http://cviscotland.org/news/go...
","userID":2016,"timestamp":"2017-06-14T20:30:10.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":249,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6152,"postID":9812,"userID":13582,"timestamp":"2023-01-11T11:58:39.163","Post":{"postID":9812,"title":"“But he won’t keep it on!” - The Cochlear Implant and How We Got \"That Thing” to Stay on His Head","body":"The Desire: Hearing
\nMarcos' parents made the choice to implant their son with a cochlear implant, not once, but twice! I knew it was a top priority for Marcos’ parents that he try to learn to hear.
The Challenge: Keeping the Cochlear Implant Processing Device Connected
\n“That thing” was everywhere but on his head for a whole year. Eventually, he learned to leave the earpiece (part that holds the microphone and processor) on, but let the magnet (part that transmits sound to the electrode inside his ear) hang down. I accepted this and would ask him to put it on himself. He learned to choose when he would hear and when he would not by reaching his fingers back to take it on or off. This was a valuable piece of control I believe he needed and wanted to have.
\nAt the end of last year some things changed. Marcos started leaving his entire processor on to listen to everything going on around him for extended periods of time without removing it. With this he started grinding his teeth so hard and so loud that classmates started covering their ears and asking him to stop. It was not only bad for his teeth, it was bad for his level of stress. He needed compression therapy to help regulate himself. He would get so upset he would shake and turn red. He would also become exhausted. He was too worn out to be involved in all aspects of the school day. I learned that he wanted to hear but something about it was hurting him.
\nThe Observations: Background Noise
\nMarcos’ nurse and I noticed that Marcos usually had these adverse reactions in groups, large classrooms, the gym, and any place with background noise like fans, blowers, small breakout groups, and more. We saw, however, during one-on-one time with people like the Speech and Language Pathologist, Marcos kept the processing device totally on most of the session. He kept hearing what he wanted to hear! Marcos' mother and nurse explained this observation about background noise and his over-stimulation responses to the audiologist.
\nThe Gem: The Audiologist Reset the Sensitivity on His Programs
\nThis was explained to me in layman's terms. Think of Marcos’ processor as the center of a circle. The radius for “picking up sound” spreads far and wide around it. The new programming reduced this circle to a six-foot radius! And now he leaves his sound on almost all of the school day! From what I understand, his processor is only sensitive to sounds happening within six feet of it. This, by default, reduces the background sounds happening beyond the six feet. He is using less energy to filter through what is important and what is not. Sounds are more meaningful because they are happening in an area he is immediately experiencing. His awareness of the classroom and connection to his friends is increasing as well as his use of expressive language through sign.
\nThe Suggestion: Ask About It
If your student or child is not interested in keeping the cochlear implant device on his or her head, ask the audiologist if it is possible to reduce the radius of sound available to them. This could be useful for children with deafblindness and cochlear implants, or anyone else, who are startled, scared, or overwhelmed by sounds far beyond themselves. It's worth a shot! If you change the program, remember to let everyone who works with the child know about the change. Otherwise, they may find themselves several feet away and completely ignored (smile).
","userID":13582,"timestamp":"2017-05-30T23:19:23.57","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":242,"collectionID":116,"postID":9812,"quote":"Learning that Marcos wanted to hear even though it was uncomfortable and how the audiologist turn down the background sound."}]}}],"UserTypeLookups":[],"Posts":[{"postID":9807,"title":"Setting the Scene: Facilitating Language Development with a Student who has CHARGE Syndrome","body":"This week I will be sharing with you the top four gems I found while facilitating and developing language with my student who has CHARGE Syndrome. I have permission from his parents to talk about the strategies we have discovered. I want to provide some background knowledge on both of us for you before I get into the strategies. His name has been changed to \"Marcos\" for his privacy.
When We Met
Marcos and I began working together 3 years ago. His “hearing age” is just a tad bit older than that now because the interpreter before me noticed that he did not seem to respond to sound at all. His parents listened to her observation and brought Marcos back to the audiologist. They found that cochlear implant surgery had failed. It was staggering news. So they re-embarked on the cochlear implant journey and tried the surgery again. June of 2014, the new implant was programmed and turned on. In July, Marcos went back to pre-k with a new interpreter. Me. I began running around like a maniac, trying to save the processing device from being put away in the play kitchen cupboards, or lost in the sand box, and even snatched up by another student who liked to flush everything down the toilet! Oh my! As you likely know, they are magnetic and so are door jams, buses, and table legs! Oh, how much he has grown since then! By mid-year he was on the speech banana. He could recognize sounds! The implant worked this time. This was a huge breakthrough and a huge relief to his family after going through surgery twice, I cannot imagine how many fingers and toes they had crossed for this. Even though he was able to hear all 6 Ling sounds, Marcos seemed to prefer silence.
\nRealizing My Role
As a sign language interpreter, I was trained to support anyone with hearing loss, who used sign language, through interpreting services. But I will be honest with you, the focus during my training was typically toward the Deaf Community and people who adhered to Deaf Culture, not 3 year-olds with CHARGE Syndrome and a shiny new $10,000 processing device, who cannot yet tell you their preferences. I realized my role would be a bit different than what I had specifically prepared for as “interpreter”. This student was going to need so much support to orient to the world around him before I could be of any use interpreting formal language for him. It was my job to try and make the world make sense. I would need to figure out his preferences.
\nMy role took on a whole new meaning when I began to realize that I must also orient Marcos to sounds happening around us and what they meant and teach him to listen. When working with someone with deafblindness, I was trained to also incorporate what is going on visually. With this student I began to feel my role of interpreter blend into a role I had previously trained for, Support Service Provider. So that is how I began to function. I did not realize that there was actually a job for this until much later called “intervener”.
\nBackground on Marcos Levels on the Matrix:
Our first year together Marcos typically used some but not all areas of Level 1, 2, and 3 and began to emerge into Level 4 on the Communication Matrix to communicate.
\nOur second year together Marcos typically used mostly Level 2, 3, and some of 4.
\nThis current school year Marcos spans a wide range of levels from 3 to 4, some 5, 6, and 7.
Over the next four days I will share some of the observations I made as Marcos’ interpreter and some of the ways we were able to mediate some of the challenges to increase his ability to understand and express language. I am looking forward to this!
\nI also want to extend a huge thanks to Marcos and his family. Thank you for your permission to share my experiences with your son.
\nThis week's topics will include posts on the gems we discovered:
\nHearing - “But he won’t keep it on!” - How we got \"that thing” to stay on his head
\nGoing Beyond Labeling - Auditory Verbal Therapy and modeling comments
\nAssigning Meaning to Expressive Attempts - Just do it.
\nPromoting Literacy - The sounds have signs. Both have a written form!
*Check back soon because I will be adding a YouTube video for signed version of this post.
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\nMarcos' parents made the choice to implant their son with a cochlear implant, not once, but twice! I knew it was a top priority for Marcos’ parents that he try to learn to hear.
The Challenge: Keeping the Cochlear Implant Processing Device Connected
\n“That thing” was everywhere but on his head for a whole year. Eventually, he learned to leave the earpiece (part that holds the microphone and processor) on, but let the magnet (part that transmits sound to the electrode inside his ear) hang down. I accepted this and would ask him to put it on himself. He learned to choose when he would hear and when he would not by reaching his fingers back to take it on or off. This was a valuable piece of control I believe he needed and wanted to have.
\nAt the end of last year some things changed. Marcos started leaving his entire processor on to listen to everything going on around him for extended periods of time without removing it. With this he started grinding his teeth so hard and so loud that classmates started covering their ears and asking him to stop. It was not only bad for his teeth, it was bad for his level of stress. He needed compression therapy to help regulate himself. He would get so upset he would shake and turn red. He would also become exhausted. He was too worn out to be involved in all aspects of the school day. I learned that he wanted to hear but something about it was hurting him.
\nThe Observations: Background Noise
\nMarcos’ nurse and I noticed that Marcos usually had these adverse reactions in groups, large classrooms, the gym, and any place with background noise like fans, blowers, small breakout groups, and more. We saw, however, during one-on-one time with people like the Speech and Language Pathologist, Marcos kept the processing device totally on most of the session. He kept hearing what he wanted to hear! Marcos' mother and nurse explained this observation about background noise and his over-stimulation responses to the audiologist.
\nThe Gem: The Audiologist Reset the Sensitivity on His Programs
\nThis was explained to me in layman's terms. Think of Marcos’ processor as the center of a circle. The radius for “picking up sound” spreads far and wide around it. The new programming reduced this circle to a six-foot radius! And now he leaves his sound on almost all of the school day! From what I understand, his processor is only sensitive to sounds happening within six feet of it. This, by default, reduces the background sounds happening beyond the six feet. He is using less energy to filter through what is important and what is not. Sounds are more meaningful because they are happening in an area he is immediately experiencing. His awareness of the classroom and connection to his friends is increasing as well as his use of expressive language through sign.
\nThe Suggestion: Ask About It
If your student or child is not interested in keeping the cochlear implant device on his or her head, ask the audiologist if it is possible to reduce the radius of sound available to them. This could be useful for children with deafblindness and cochlear implants, or anyone else, who are startled, scared, or overwhelmed by sounds far beyond themselves. It's worth a shot! If you change the program, remember to let everyone who works with the child know about the change. Otherwise, they may find themselves several feet away and completely ignored (smile).
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As many of us know, our learners are trying to communicate with us but we do not always know what they are saying. Or in many cases, it seems our child or student has nothing to say that is their own. I want to see Marcos express his own desires without other’s propulsion. Although Marcos can hear with his cochlear implant his expressive language is through sign language. We have been pairing Auditory-Verbal Therapy strategies with sign language so that Marcos has access to the language he hears and can see what he will learn to say himself.
The Challenge: Minimal Expression Unless Requested
\nMarcos needed to be prompted to touch objects or pictures and to respond to “yes” and “no” questions as well as “wh” questions. Marcos became skilled at labeling, and his vocabulary is, I think, pretty impressive because he can touch just about anything that has a name if you ask him to. He knows a lot of words but he rarely strings them together. I remember feeling the same way when I was acquiring my second language. I learned sign language vocabulary from watching vocabulary dictionaries and videos and I was afraid to talk to Deaf people because I knew I could not form a sentence. I knew there had to be more to it than, “word, word, word” and I was embarrassed. Once I began immersion classes everything started to come together. How could we get him to understand that language is more than answering questions and waiting for someone to guess what it is you want?
\nThe Observations: Questions, Questions, Questions and Anxiety
\nFirst, I noticed he was shy of signing the words he knew because they did not look the same on his hands compared to mine and others. It was hard for him to move his fingers into the right shapes and control the right movements. I started co-signing with him as well as looking in a mirror together so he could see better. After feeling and studying the movements of signs, he began to gain more confidence and I was able to “catch” what he was saying as he labeled. He began to understand that I understood him. The second thing I noticed was the amount of anxiety he would exhibit when asked a question that he did not know the answer to. “Marcos’, what do you want? What do you need? What is that? Where is that? Is that a _____? Yes or no!?” I realized that, often, we were expecting far too much from him. We had to go back and remember that the incidences of him seeing anyone else answer these kinds of questions in sign language was not only low but probably zero. He had minimal exposure to others who signed like him. It must have felt like every day was a new and confusing test for which he had never been given the chance to study.
\nThe Gem: Model Comments
\nWe started modeling the answers to the questions instead of pelting a multitude of questions to a little boy who had never ever seen anyone answer a question.
\nExamples:
\n1. Me: Nurse Kim, what do you want?
\nNurse Kim: I want water.
Me: Oh ok. I can go get you some water.
\n2. Me: Marcos, I need the bathroom. I am going to the bathroom now. I’ll be right back, okay.
\nMarcos: [Looks at me]
\n3. Me: I need compressions, Nurse Kim. Help me?
\nNurse Kim: Yes, I’ll help you. (Gives compressions). Does Marcos want a turn?
\nMarcos: Yes! Yes! Yes!
\n4. Me: I want to put my coat on because its cold outside. Marcos’ lets go get your coat. We can wear coats together.
\n5. Me: Oh look! That cat is blue! That’s funny!
\nMarcos: Blue, blue, blue. Funny, funny, funny!
\nThe Suggestion: Model More, Test Less
\nI think it is easy to fall into the habit of asking questions all the time for several reasons. The learner may not be offering information and this is a way to extract it. It may be easier to ask a “yes” or “no” question to get the answer we need to know at that moment. And it also very well may be what the child needs. I am not saying that it is wrong to ask questions of our learners. I want to discourage questions from being the go-to strategy because if we do not model the answers (and comments) we might not reach the goal of self-driven expression.
\nIn the case of developing language, I suggest to let the questioning (read: testing) rest for a little while. Model comments and answering first. I do suggest being mindful of what the child may have in their language mode vocabulary. This can help the student by using what he knows and building on his ability to also produce it independently or with minimal assistance.
\nSide Note: We are still currently at this stage of modeling. This stage should never end. It continues for each of us. We are all constantly being exposed to language and new ways of arranging thoughts into words. Keep it going!
","userID":13582,"timestamp":"2017-05-31T21:59:48.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":888,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5841,"postID":9828,"userID":37092,"timestamp":"2017-06-02T01:35:25.88"}],"PostCollectionItems":[{"collectionItemID":243,"collectionID":116,"postID":9828,"quote":"Remembering to model language before expecting it."}]},{"postID":9834,"title":"Assigning Meaning to Expressive Attempts - \"Just do it.\"","body":"The Desire: Expression Through Sign
We wanted Marcos to move away from non-conventional ways of expressing himself and toward the use of sign language.
The Challenge: Understanding \"Marcos Sign Language\"
Marcos could sign some words that were clear but most were not. How could we help him be more understood?
The Observations: Understanding the Parameters and How Marcos Mediated Them
All modes of communication have parameters. To speak, a person must be able to get air from the lungs and over the vocal cords and move out tongues, jaw, and lips to form words. When these processes come together words are formed by the parameters of speech being present. The same goes for any other communication mode. A person must be able to operate within the parameters of the system. The Four Parameters of Sign Language are:
\n1. Handshape - How is the hand formed? Is it in a fist? A pointer finger extended? Are all five fingers spread out?
\n2. Location - Is the sign in the right place? In front of the body? Touching the forehead? On the left shoulder?
\n3. Movement - Are the hands moving in the right way and direction? Is the action coming from the wrist? The elbow? The shoulder? Are my hands moving toward or away from midline? Up or down? Toward or away from my body?
\n4. Orientation (palm orientation) - Is my palm facing up, down, to the left or right?
\nAll of these parameters are challenging for Marcos to produce simultaneously. For example, he may have the handshape, orientation, and location for a sign correct, but how he moves will be different. Or the orientation of his palms is perfect, but where he places the sign is not accurate and the handshape might be different. Most of the signs he produces have anywhere from one to three of the parameters in place but rarely all four.
\nI also observed signs that are two-handed and symmetrical handshapes are easiest for Marcos. For example BALL, MORE, SHOE. These signs also require low amount of gross and fine motor movement control. This showed Marcos he could sign and could be understood some of the time. He asked for \"MORE TICKLES\" all the time! And we were able to gratify that immediately.
\nThe Gem: Throw Out the Parameters and Assign Meaning
\nNo child acquires language without flaw. He will babble, mimic, and experiment. The parameters of developed language come later. If we rely on context to understand what a child is saying we can feed it back by saying it and showing it the formal way. The learner then sees that we understood him and he's exposed to the sign that fits into the parameters. In Auditory Verbal Therapy this is called “closing the auditory loop.\" I find this to be a valuable technique. If I can observe what Marcos is seeming to say I assign that meaning to it and that becomes “Marcos Sign Language” until he develops clearer formal signs. Once Marcos realized that what he was doing was understood he began to say the same things repeatedly. He began to babble by signing “WANT WANT WANT” to himself over and over again. He would watch his fingers and study how they moved. He started linking “WANT” to other signs he knew I understood. And he started making requests! \"WANT iPAD.\" \"WANT CAR.\" \"WANT NOTHING.\"
\nThe Suggestion: Communication and Consistency
\nCommunicate what you see and assign. You need to have a good memory, descriptively write things down, or video record what the student is saying and the meaning assigned to it. This becomes your working dictionary of what is being expressed and what it means. A great way to share this communication is to make a communication notebook or Google document for parents, therapists, and school teams to update and check regularly so the interpretation is consistent. The learner must learn what he does means something every time it is done the way he is doing it. This will only work if many people who interact with him interpret his meaning the same way. The common response communicates that he is understood.
\nAs part of my role, I chose to regularly update Marcos’ mother, teachers, and therapists about what I was seeing and what it meant on a daily basis in person and through a communication notebook.
\nThis strategy is not exclusive to sign language. You can use this for any child and any cue he/she may give. Does a certain frown or yelp happen when she gets hungry? “I’m hungry.” A working dictionary to assign meaning can be used for anyone. Any time he/she does _____ it means_____. Plan a clear and consistent response and decide what will be said.
Side Note: We also used several strategies to help Marcos see and experience signs. We signed in the mirror. I would sit behind him and put my hands around him so he could discover what signs looked like from his own visual perspective. I let him hold, touch, and explore my hands as I sign. I produced signs more slowly so he could experience the movement more fully. We used some co-signing. Also, long-term occupational therapy has helped strengthen Marcos hands to learn fine motor control as well has his hand-eye coordination.
","userID":13582,"timestamp":"2017-06-01T15:34:01.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2735,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5843,"postID":9834,"userID":37092,"timestamp":"2017-06-02T01:36:01.023"}],"PostCollectionItems":[{"collectionItemID":246,"collectionID":116,"postID":9834,"quote":"This post talks about some strategies that can helped us understand Marcos and teach him that his communicative attempts do mean something."}]},{"postID":9844,"title":" Promoting Literacy - The sounds have signs. Both have a written form! ","body":"The Desire: For Marcos to Become a Reader
Marcos loves to look at books. For as long I a have known him, books have been something he likes to do on his own and with others. He likes the pictures and the pages. He will sit and listen to a short book with anyone. His parents hope that one day Marcos becomes a reader.
The Challenge: How Can We Help Marcos Learn to Read
Learning to read is a challenge for everyone. I really do not think Marcos is different from anyone in this respect. I do know that to learns to read, he will need to have several high incidences of success. By this I mean it would set him up for failure to ask him to read and sign words he does not know how to sign or does not have the concept built behind. How would we help him have high level of success? What materials would we use? Is there anything out there? No, not really. Finding material that is specific to one to Marcos vocabulary is a high bill to fill right now.
\nThe Gem: Showing That Language Has Many Forms - Sign It, Say it, Write it, See It
I started using the materials that were readily available. Why not have Marcos be the author? Why not write down what he says so he can see it? I know he can sign it 100% if he is the one who said it. So when Marcos signs something I write it out in words on a white board with thick black expo marker. I then sound it out so he can see the written form of what he signed goes with the sounds. I point to the word and then sign it. I welcome him to point and sign it with me. By doing this he is exposed to the written form of what he can already say. I am not asking him to learn to read something that he cannot yet sign. I take what he has said and freeze it in text. Another way of providing high-success material is to make custom books. Marcos’ mother also began making little paper books using his mastered expressive vocabulary and pictures of himself, his family, things he likes, and places he goes. He loves these books and looks through them over and over again. Both of these strategies are helping expose Marcos to reading in a way that is high interest and confidence building. Both of the strategies keep Marcos attention for a short time. His eyes are wide and he participates. We have to keep in mind, too that eye fatigue can happen to him. He is probably working hard to see words and break away from the page to see the sign. Right now short bursts of time are working.
\nThe Suggestion: Try it
\nWhen you sense the time is right, I would suggest trying this strategy we discovered with the learner's working expressive vocabulary so that reading is both interesting and confidence building. I asked a friend of mine, Colly Baird, who is an English teacher at Indiana School for the Deaf what her top tip is to get her students to read and like it. She told me she lets the students read what they like until they realize they can read for more than pleasure. It doesn't matter to her if all they read are books on bears or ninja turtles or Disney princesses for a year or two as long as they don't stop reading. Now that is honoring likes and dislikes! And utilizing what students like to propel them forward.
","userID":13582,"timestamp":"2017-06-02T11:14:58.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1055,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5844,"postID":9844,"userID":6403,"timestamp":"2017-06-08T01:36:33.303"}],"PostCollectionItems":[{"collectionItemID":248,"collectionID":116,"postID":9844,"quote":"We are supporting Marcos through high-level of success strategies to help him learn to read."}]}],"Posts1":[{"postID":9807,"title":"Setting the Scene: Facilitating Language Development with a Student who has CHARGE Syndrome","body":"This week I will be sharing with you the top four gems I found while facilitating and developing language with my student who has CHARGE Syndrome. I have permission from his parents to talk about the strategies we have discovered. I want to provide some background knowledge on both of us for you before I get into the strategies. His name has been changed to \"Marcos\" for his privacy.
When We Met
Marcos and I began working together 3 years ago. His “hearing age” is just a tad bit older than that now because the interpreter before me noticed that he did not seem to respond to sound at all. His parents listened to her observation and brought Marcos back to the audiologist. They found that cochlear implant surgery had failed. It was staggering news. So they re-embarked on the cochlear implant journey and tried the surgery again. June of 2014, the new implant was programmed and turned on. In July, Marcos went back to pre-k with a new interpreter. Me. I began running around like a maniac, trying to save the processing device from being put away in the play kitchen cupboards, or lost in the sand box, and even snatched up by another student who liked to flush everything down the toilet! Oh my! As you likely know, they are magnetic and so are door jams, buses, and table legs! Oh, how much he has grown since then! By mid-year he was on the speech banana. He could recognize sounds! The implant worked this time. This was a huge breakthrough and a huge relief to his family after going through surgery twice, I cannot imagine how many fingers and toes they had crossed for this. Even though he was able to hear all 6 Ling sounds, Marcos seemed to prefer silence.
\nRealizing My Role
As a sign language interpreter, I was trained to support anyone with hearing loss, who used sign language, through interpreting services. But I will be honest with you, the focus during my training was typically toward the Deaf Community and people who adhered to Deaf Culture, not 3 year-olds with CHARGE Syndrome and a shiny new $10,000 processing device, who cannot yet tell you their preferences. I realized my role would be a bit different than what I had specifically prepared for as “interpreter”. This student was going to need so much support to orient to the world around him before I could be of any use interpreting formal language for him. It was my job to try and make the world make sense. I would need to figure out his preferences.
\nMy role took on a whole new meaning when I began to realize that I must also orient Marcos to sounds happening around us and what they meant and teach him to listen. When working with someone with deafblindness, I was trained to also incorporate what is going on visually. With this student I began to feel my role of interpreter blend into a role I had previously trained for, Support Service Provider. So that is how I began to function. I did not realize that there was actually a job for this until much later called “intervener”.
\nBackground on Marcos Levels on the Matrix:
Our first year together Marcos typically used some but not all areas of Level 1, 2, and 3 and began to emerge into Level 4 on the Communication Matrix to communicate.
\nOur second year together Marcos typically used mostly Level 2, 3, and some of 4.
\nThis current school year Marcos spans a wide range of levels from 3 to 4, some 5, 6, and 7.
Over the next four days I will share some of the observations I made as Marcos’ interpreter and some of the ways we were able to mediate some of the challenges to increase his ability to understand and express language. I am looking forward to this!
\nI also want to extend a huge thanks to Marcos and his family. Thank you for your permission to share my experiences with your son.
\nThis week's topics will include posts on the gems we discovered:
\nHearing - “But he won’t keep it on!” - How we got \"that thing” to stay on his head
\nGoing Beyond Labeling - Auditory Verbal Therapy and modeling comments
\nAssigning Meaning to Expressive Attempts - Just do it.
\nPromoting Literacy - The sounds have signs. Both have a written form!
*Check back soon because I will be adding a YouTube video for signed version of this post.
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\nMarcos' parents made the choice to implant their son with a cochlear implant, not once, but twice! I knew it was a top priority for Marcos’ parents that he try to learn to hear.
The Challenge: Keeping the Cochlear Implant Processing Device Connected
\n“That thing” was everywhere but on his head for a whole year. Eventually, he learned to leave the earpiece (part that holds the microphone and processor) on, but let the magnet (part that transmits sound to the electrode inside his ear) hang down. I accepted this and would ask him to put it on himself. He learned to choose when he would hear and when he would not by reaching his fingers back to take it on or off. This was a valuable piece of control I believe he needed and wanted to have.
\nAt the end of last year some things changed. Marcos started leaving his entire processor on to listen to everything going on around him for extended periods of time without removing it. With this he started grinding his teeth so hard and so loud that classmates started covering their ears and asking him to stop. It was not only bad for his teeth, it was bad for his level of stress. He needed compression therapy to help regulate himself. He would get so upset he would shake and turn red. He would also become exhausted. He was too worn out to be involved in all aspects of the school day. I learned that he wanted to hear but something about it was hurting him.
\nThe Observations: Background Noise
\nMarcos’ nurse and I noticed that Marcos usually had these adverse reactions in groups, large classrooms, the gym, and any place with background noise like fans, blowers, small breakout groups, and more. We saw, however, during one-on-one time with people like the Speech and Language Pathologist, Marcos kept the processing device totally on most of the session. He kept hearing what he wanted to hear! Marcos' mother and nurse explained this observation about background noise and his over-stimulation responses to the audiologist.
\nThe Gem: The Audiologist Reset the Sensitivity on His Programs
\nThis was explained to me in layman's terms. Think of Marcos’ processor as the center of a circle. The radius for “picking up sound” spreads far and wide around it. The new programming reduced this circle to a six-foot radius! And now he leaves his sound on almost all of the school day! From what I understand, his processor is only sensitive to sounds happening within six feet of it. This, by default, reduces the background sounds happening beyond the six feet. He is using less energy to filter through what is important and what is not. Sounds are more meaningful because they are happening in an area he is immediately experiencing. His awareness of the classroom and connection to his friends is increasing as well as his use of expressive language through sign.
\nThe Suggestion: Ask About It
If your student or child is not interested in keeping the cochlear implant device on his or her head, ask the audiologist if it is possible to reduce the radius of sound available to them. This could be useful for children with deafblindness and cochlear implants, or anyone else, who are startled, scared, or overwhelmed by sounds far beyond themselves. It's worth a shot! If you change the program, remember to let everyone who works with the child know about the change. Otherwise, they may find themselves several feet away and completely ignored (smile).
","userID":13582,"timestamp":"2017-05-30T23:19:23.57","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5842,"postID":9812,"userID":37092,"timestamp":"2017-06-02T01:35:41.867"},{"starID":6152,"postID":9812,"userID":13582,"timestamp":"2023-01-11T11:58:39.163"}],"PostCollectionItems":[{"collectionItemID":242,"collectionID":116,"postID":9812,"quote":"Learning that Marcos wanted to hear even though it was uncomfortable and how the audiologist turn down the background sound."}]},{"postID":9828,"title":"Going Beyond Labeling - Auditory Verbal-Therapy and Modeling Comments","body":"The Desire: Independent Use of Expressive Language
As many of us know, our learners are trying to communicate with us but we do not always know what they are saying. Or in many cases, it seems our child or student has nothing to say that is their own. I want to see Marcos express his own desires without other’s propulsion. Although Marcos can hear with his cochlear implant his expressive language is through sign language. We have been pairing Auditory-Verbal Therapy strategies with sign language so that Marcos has access to the language he hears and can see what he will learn to say himself.
The Challenge: Minimal Expression Unless Requested
\nMarcos needed to be prompted to touch objects or pictures and to respond to “yes” and “no” questions as well as “wh” questions. Marcos became skilled at labeling, and his vocabulary is, I think, pretty impressive because he can touch just about anything that has a name if you ask him to. He knows a lot of words but he rarely strings them together. I remember feeling the same way when I was acquiring my second language. I learned sign language vocabulary from watching vocabulary dictionaries and videos and I was afraid to talk to Deaf people because I knew I could not form a sentence. I knew there had to be more to it than, “word, word, word” and I was embarrassed. Once I began immersion classes everything started to come together. How could we get him to understand that language is more than answering questions and waiting for someone to guess what it is you want?
\nThe Observations: Questions, Questions, Questions and Anxiety
\nFirst, I noticed he was shy of signing the words he knew because they did not look the same on his hands compared to mine and others. It was hard for him to move his fingers into the right shapes and control the right movements. I started co-signing with him as well as looking in a mirror together so he could see better. After feeling and studying the movements of signs, he began to gain more confidence and I was able to “catch” what he was saying as he labeled. He began to understand that I understood him. The second thing I noticed was the amount of anxiety he would exhibit when asked a question that he did not know the answer to. “Marcos’, what do you want? What do you need? What is that? Where is that? Is that a _____? Yes or no!?” I realized that, often, we were expecting far too much from him. We had to go back and remember that the incidences of him seeing anyone else answer these kinds of questions in sign language was not only low but probably zero. He had minimal exposure to others who signed like him. It must have felt like every day was a new and confusing test for which he had never been given the chance to study.
\nThe Gem: Model Comments
\nWe started modeling the answers to the questions instead of pelting a multitude of questions to a little boy who had never ever seen anyone answer a question.
\nExamples:
\n1. Me: Nurse Kim, what do you want?
\nNurse Kim: I want water.
Me: Oh ok. I can go get you some water.
\n2. Me: Marcos, I need the bathroom. I am going to the bathroom now. I’ll be right back, okay.
\nMarcos: [Looks at me]
\n3. Me: I need compressions, Nurse Kim. Help me?
\nNurse Kim: Yes, I’ll help you. (Gives compressions). Does Marcos want a turn?
\nMarcos: Yes! Yes! Yes!
\n4. Me: I want to put my coat on because its cold outside. Marcos’ lets go get your coat. We can wear coats together.
\n5. Me: Oh look! That cat is blue! That’s funny!
\nMarcos: Blue, blue, blue. Funny, funny, funny!
\nThe Suggestion: Model More, Test Less
\nI think it is easy to fall into the habit of asking questions all the time for several reasons. The learner may not be offering information and this is a way to extract it. It may be easier to ask a “yes” or “no” question to get the answer we need to know at that moment. And it also very well may be what the child needs. I am not saying that it is wrong to ask questions of our learners. I want to discourage questions from being the go-to strategy because if we do not model the answers (and comments) we might not reach the goal of self-driven expression.
\nIn the case of developing language, I suggest to let the questioning (read: testing) rest for a little while. Model comments and answering first. I do suggest being mindful of what the child may have in their language mode vocabulary. This can help the student by using what he knows and building on his ability to also produce it independently or with minimal assistance.
\nSide Note: We are still currently at this stage of modeling. This stage should never end. It continues for each of us. We are all constantly being exposed to language and new ways of arranging thoughts into words. Keep it going!
","userID":13582,"timestamp":"2017-05-31T21:59:48.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":888,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5841,"postID":9828,"userID":37092,"timestamp":"2017-06-02T01:35:25.88"}],"PostCollectionItems":[{"collectionItemID":243,"collectionID":116,"postID":9828,"quote":"Remembering to model language before expecting it."}]},{"postID":9834,"title":"Assigning Meaning to Expressive Attempts - \"Just do it.\"","body":"The Desire: Expression Through Sign
We wanted Marcos to move away from non-conventional ways of expressing himself and toward the use of sign language.
The Challenge: Understanding \"Marcos Sign Language\"
Marcos could sign some words that were clear but most were not. How could we help him be more understood?
The Observations: Understanding the Parameters and How Marcos Mediated Them
All modes of communication have parameters. To speak, a person must be able to get air from the lungs and over the vocal cords and move out tongues, jaw, and lips to form words. When these processes come together words are formed by the parameters of speech being present. The same goes for any other communication mode. A person must be able to operate within the parameters of the system. The Four Parameters of Sign Language are:
\n1. Handshape - How is the hand formed? Is it in a fist? A pointer finger extended? Are all five fingers spread out?
\n2. Location - Is the sign in the right place? In front of the body? Touching the forehead? On the left shoulder?
\n3. Movement - Are the hands moving in the right way and direction? Is the action coming from the wrist? The elbow? The shoulder? Are my hands moving toward or away from midline? Up or down? Toward or away from my body?
\n4. Orientation (palm orientation) - Is my palm facing up, down, to the left or right?
\nAll of these parameters are challenging for Marcos to produce simultaneously. For example, he may have the handshape, orientation, and location for a sign correct, but how he moves will be different. Or the orientation of his palms is perfect, but where he places the sign is not accurate and the handshape might be different. Most of the signs he produces have anywhere from one to three of the parameters in place but rarely all four.
\nI also observed signs that are two-handed and symmetrical handshapes are easiest for Marcos. For example BALL, MORE, SHOE. These signs also require low amount of gross and fine motor movement control. This showed Marcos he could sign and could be understood some of the time. He asked for \"MORE TICKLES\" all the time! And we were able to gratify that immediately.
\nThe Gem: Throw Out the Parameters and Assign Meaning
\nNo child acquires language without flaw. He will babble, mimic, and experiment. The parameters of developed language come later. If we rely on context to understand what a child is saying we can feed it back by saying it and showing it the formal way. The learner then sees that we understood him and he's exposed to the sign that fits into the parameters. In Auditory Verbal Therapy this is called “closing the auditory loop.\" I find this to be a valuable technique. If I can observe what Marcos is seeming to say I assign that meaning to it and that becomes “Marcos Sign Language” until he develops clearer formal signs. Once Marcos realized that what he was doing was understood he began to say the same things repeatedly. He began to babble by signing “WANT WANT WANT” to himself over and over again. He would watch his fingers and study how they moved. He started linking “WANT” to other signs he knew I understood. And he started making requests! \"WANT iPAD.\" \"WANT CAR.\" \"WANT NOTHING.\"
\nThe Suggestion: Communication and Consistency
\nCommunicate what you see and assign. You need to have a good memory, descriptively write things down, or video record what the student is saying and the meaning assigned to it. This becomes your working dictionary of what is being expressed and what it means. A great way to share this communication is to make a communication notebook or Google document for parents, therapists, and school teams to update and check regularly so the interpretation is consistent. The learner must learn what he does means something every time it is done the way he is doing it. This will only work if many people who interact with him interpret his meaning the same way. The common response communicates that he is understood.
\nAs part of my role, I chose to regularly update Marcos’ mother, teachers, and therapists about what I was seeing and what it meant on a daily basis in person and through a communication notebook.
\nThis strategy is not exclusive to sign language. You can use this for any child and any cue he/she may give. Does a certain frown or yelp happen when she gets hungry? “I’m hungry.” A working dictionary to assign meaning can be used for anyone. Any time he/she does _____ it means_____. Plan a clear and consistent response and decide what will be said.
Side Note: We also used several strategies to help Marcos see and experience signs. We signed in the mirror. I would sit behind him and put my hands around him so he could discover what signs looked like from his own visual perspective. I let him hold, touch, and explore my hands as I sign. I produced signs more slowly so he could experience the movement more fully. We used some co-signing. Also, long-term occupational therapy has helped strengthen Marcos hands to learn fine motor control as well has his hand-eye coordination.
","userID":13582,"timestamp":"2017-06-01T15:34:01.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2735,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5843,"postID":9834,"userID":37092,"timestamp":"2017-06-02T01:36:01.023"}],"PostCollectionItems":[{"collectionItemID":246,"collectionID":116,"postID":9834,"quote":"This post talks about some strategies that can helped us understand Marcos and teach him that his communicative attempts do mean something."}]},{"postID":9844,"title":" Promoting Literacy - The sounds have signs. Both have a written form! ","body":"The Desire: For Marcos to Become a Reader
Marcos loves to look at books. For as long I a have known him, books have been something he likes to do on his own and with others. He likes the pictures and the pages. He will sit and listen to a short book with anyone. His parents hope that one day Marcos becomes a reader.
The Challenge: How Can We Help Marcos Learn to Read
Learning to read is a challenge for everyone. I really do not think Marcos is different from anyone in this respect. I do know that to learns to read, he will need to have several high incidences of success. By this I mean it would set him up for failure to ask him to read and sign words he does not know how to sign or does not have the concept built behind. How would we help him have high level of success? What materials would we use? Is there anything out there? No, not really. Finding material that is specific to one to Marcos vocabulary is a high bill to fill right now.
\nThe Gem: Showing That Language Has Many Forms - Sign It, Say it, Write it, See It
I started using the materials that were readily available. Why not have Marcos be the author? Why not write down what he says so he can see it? I know he can sign it 100% if he is the one who said it. So when Marcos signs something I write it out in words on a white board with thick black expo marker. I then sound it out so he can see the written form of what he signed goes with the sounds. I point to the word and then sign it. I welcome him to point and sign it with me. By doing this he is exposed to the written form of what he can already say. I am not asking him to learn to read something that he cannot yet sign. I take what he has said and freeze it in text. Another way of providing high-success material is to make custom books. Marcos’ mother also began making little paper books using his mastered expressive vocabulary and pictures of himself, his family, things he likes, and places he goes. He loves these books and looks through them over and over again. Both of these strategies are helping expose Marcos to reading in a way that is high interest and confidence building. Both of the strategies keep Marcos attention for a short time. His eyes are wide and he participates. We have to keep in mind, too that eye fatigue can happen to him. He is probably working hard to see words and break away from the page to see the sign. Right now short bursts of time are working.
\nThe Suggestion: Try it
\nWhen you sense the time is right, I would suggest trying this strategy we discovered with the learner's working expressive vocabulary so that reading is both interesting and confidence building. I asked a friend of mine, Colly Baird, who is an English teacher at Indiana School for the Deaf what her top tip is to get her students to read and like it. She told me she lets the students read what they like until they realize they can read for more than pleasure. It doesn't matter to her if all they read are books on bears or ninja turtles or Disney princesses for a year or two as long as they don't stop reading. Now that is honoring likes and dislikes! And utilizing what students like to propel them forward.
","userID":13582,"timestamp":"2017-06-02T11:14:58.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1055,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5844,"postID":9844,"userID":6403,"timestamp":"2017-06-08T01:36:33.303"}],"PostCollectionItems":[{"collectionItemID":248,"collectionID":116,"postID":9844,"quote":"We are supporting Marcos through high-level of success strategies to help him learn to read."}]}]}},{"collectionID":114,"name":"AAC Implementation in Inclusive Early Childhood Settings","description":"I consult with teams who are supporting young children on the exciting journey to becoming meaningful AAC users. As they build their communicative competency they are also often actively involved in preschool and kindergarten classroom curriculums. Teams with whom I consult and train often seek support with imbedding evidence-based AAC teaching strategies into the typical early childhood classroom activities. This collection includes many of the resources I have created with the aim of providing early childhood teams strategies that support young children to become proficient AAC users, while also providing opportunities for them to be more fully engaged in early childhood classroom activities. ","dateCreated":"2017-05-14T23:05:50.917","bio":"I earned a B.S. in Elementary Education and a M.S. in Speech-Language Pathology from the University of Vermont. Following my graduate studies I worked in a school providing Speech Language Pathologist services to preschool and elementary aged children, participated in graduate coursework in Early Childhood Education, and then progressed to co-teaching an inclusive preschool program. In addition to my provision of SLP services to young children, I worked as an Augmentative Communication Consultant in a large school district, providing AAC consultation to children from preschool through age 22. For the last three years I have been a member of two statewide Interdisciplinary Teams at the University of Vermont (Vermont I-Team and Vermont I-Team Early Intervention Project) within the Center on Disability and Community Inclusion, which is Vermont’s designated University Center on Excellence in Developmental Disability (UCEDD). Within my capacity on both interdisciplinary teams I provide technical assistance and training to professionals working with children with complex communication needs ages 2-8, supporting the exploration, identification and implementation of AAC systems within early childhood settings.","published":true,"userID":16176,"PostCollectionItems":[{"collectionItemID":228,"collectionID":114,"postID":9782,"quote":"The majority of inclusive preschools I visit start with a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Here are few concrete strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines to help support students during the very initial phases of AAC use.","Post":{"postID":9782,"title":"Integrating Early AAC Users into Morning Meeting in the Preschool Classroom","body":"The majority of inclusive preschools I visit include a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Below are a few strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines. You will notice that errorless teaching strategies are also used, thereby providing the emergent AAC user with communicative opportunities that don’t have a “right” or “wrong” answer. In fact, in many cases, when a child with complex communication needs is in the very initial stages of AAC use their experience during morning meeting may be predominantly one of observing meaningful and functional use of the AAC system.
Essential to integration of AAC into morning meeting is the availability of communication supports in a variety of formats so that not just the child using an augmentative communication support, but ALL children, can be exposed to and use the AAC system. For instance, having multiple communication books, large poster-size versions of the main page of a communication app, the communication software available on more than one device, or having the communication software available on a SMART Board or overhead projector are just a few ways to have universal accessibility for all children and to provide opportunities for teachers to provide Aided Language Input. Morning meeting can be a rich opportunity for emergent AAC users to be immersed in the use of AAC. I have often found that children with early device awareness and exploration benefit from Aided Language Modeling of an AAC system by peers and teachers during morning meeting.
Greeting: Have all children in the class use the AAC system to great a friend. If the AAC system has voice output encourage all peers to turn their voices off and use the AAC system alone. Greeting may be an opportunity for errorless teaching in one of two ways for the child using AAC. If the child is using a system that has a page with general social language an adult or peer can help navigate to this page and the child can use any social greeting available. Alternatively, either instructional masking or use of a picture window can help the emergent AAC user know what greeting is appropriate.
Music/Song: For songs with repeating lines the teacher may choose one word that they will model throughout the song. During this activity only the teacher will be using the device or communication display. For instance, for Wheels on the Bus the teacher may model “go” every time this word is sung. For determining which words to model in repeating line songs choose from the Core Vocabulary available on the child’s AAC system. For songs in which the children can
participate (i.e. Old MacDonald when the children can pick which animal to do) the communication system may be passed around the group and all children can use the system to choose their part. Again, this provides an opportunity for errorless teaching if an adult or peer navigates to the appropriate animal page
and the emergent AAC user chooses any animal.
Book Reading: Using books with repeating lines provides the opportunity for the teacher to model 2-3 words multiple times throughout the book. For example, with Brown Bear, Brown Bear by Eric Carle the teacher may use the AAC system to say the words “what” and “see” on each page. Again, focus on Core Vocabulary options when selecting words to model. In later posts this week I will discuss options for participation during reading activities that support multi-modal communication and allow for heightened participation of children that are emergent AAC users.
Movement: Movement games are great morning meeting opportunities to use peer modeling with the AAC system. Examples include: 1) Use the animal page to have each child in the class take turns choosing an animal to act out, 2) Use the actions page to have each child in the class direct their classmates to do a certain action (i.e. “jump”), 3) Use the number page to have children choose how many times the children will do a physical movement (i.e. “5 jumps”), 4) Use the describing words page to have children choose opposites that work in the movement activity (i.e. fast vs slow, loud vs quiet)
Language Activities: Preschool linguistic concepts can also be taught and practiced by having all children use the AAC system. For instance, if the teacher is working on spatial concepts the teacher may have puppets or stuffed animals acting out the concepts that the children choose using the AAC system (i.e. the dog goes in the house, on the house, next to the house, in front of the house, behind the house, etc.). Again, this emphasizes the use of peer Aided Language Modeling with an emphasis on Core Vocabulary.
Participating in whole group lessons can be challenging for emergent AAC communicators because of the pace of instruction and the communication expectations. In my work in inclusive preschools and kindergartens I have trained classroom teachers to use various teaching strategies to help support the AAC communicator's participation in a wide variety of whole group lessons. Below are some of the strategies that teacher's have cited as being helpful and relatively easy to imbed into their daily instructional lessons:
Priming: If the emergent AAC communicator will be asked a question during full class instruction it may help to give him/her a cue such as, “I want you to think about....., I’ll be asking you about that after Sally’s turn”. This gives the child some prep time to find the vocabulary on his/her communication tool. For instance, if the teacher is asking the AAC communicator to share an animal he/she thinks lives in a water habitat this priming will help the AAC communicator navigate to the appropriate vocabulary, with assistance if necessary, and then answer the question when it's his/her turn.
Errorless Learning: When designing classroom activities, think about how questions can be asked in a way that does not require a “correct” answer. For instance during a phonics lesson, instead of saying, “What is this sound”, instead help the early AAC communicator navigate to the phonics or letter page in his/her device or communication book and say something like, “What sound do you want to find in our phonics cards?” This way any sound the child says is “correct” for the purpose of the lesson.
Non-Verbal Responses: During full class instruction try integrating a question that invites all of the children to respond using a non-verbal mode, such as raising a hand, giving a thumbs up, or holding up a specific number of fingers. For example, within a preschool spatial concepts lesson a teacher may demonstrate a spatial concept and say, \"Give me a thumbs up if you think I put the dog 'next to' his doghouse\".
Delayed Choral Answers: Choral answers can often be challenging for children who are learning to communicate with AAC systems. In order to reduce the pace of choral answers try asking a question and then have the children give a non-verbal cue when they are ready to answer. This procedure may allow the AAC communicator to prep his/her response. For example, saying, “Put your finger on your nose when you’re ready to tell me….” may allow the AAC communicator to navigate to a specific page in their device and prepare their answer.
Cloze Sets: Try using the materials within instructional activities as cloze sets for non-verbal responses. Cloze sets make generative answers into multiple-choice answers that may not require verbal output. Providing cloze sets in the form of paper-based options or even pointing to an option that the teacher is holding up can be helpful. I recently visited a preschool in which the classroom teacher made a topic board with lots of different play options (blocks, books, watch tv, play at the park, etc). She then asked each child in the class the question, \"Tell us one thing you like to do with your family\". Each child had the option of using the communication board or coming up with their own answer. This cloze set allowed the AAC communicator to answer a relatively open-ended question with ease.
Descriptive Teaching Method: Many questions asked during instruction are closed questions, with only one acceptable answer in mind. Descriptive style questions allow AAC users to answer using high frequency, core vocabulary that is readily accessible on their communicative devices or within their communication books/boards. When asking wh- questions consider how the question could be answered using Core Vocabulary. For example, when asking a question may require a complex vocabulary word, consider how to frame it differently. For example, if you are reading a book about hibernation you may ask, “What do you think another word for “hibernation” is? Using the core word “sleep” still tells you that the AAC communicator understood the word hibernation but does not require him/her to use it within his/her response.
","userID":16176,"timestamp":"2017-05-17T01:21:16.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":16176,"userName":"Amy Starble","email":"amy.starble@uvm.edu","photo":"/Uploads/photo_16176.jpg","firstName":"Amy","lastName":"Starble","city":"","stateID":null,"bio":"","lastLogin":"2016-09-20T12:50:28.22","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"never","lastEmailSent":"2016-09-20T23:02:31.303","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[{"starID":5818,"postID":9753,"userID":16176,"timestamp":"2017-04-20T22:28:17.99"}],"UserTypeLookups":[{"userTypeLookupID":24330,"userID":16176,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":16176,"userName":"Amy Starble","email":"amy.starble@uvm.edu","photo":"/Uploads/photo_16176.jpg","firstName":"Amy","lastName":"Starble","city":"","stateID":null,"bio":"","lastLogin":"2016-09-20T12:50:28.22","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"never","lastEmailSent":"2016-09-20T23:02:31.303","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[{"starID":5818,"postID":9753,"userID":16176,"timestamp":"2017-04-20T22:28:17.99"}],"UserTypeLookups":[{"userTypeLookupID":24330,"userID":16176,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":231,"collectionID":114,"postID":9791,"quote":"There is one simple AAC intervention technique that has, and likely always will be, incredibly powerful for young children: play. The importance of play for ALL children cannot be understated. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way.","Post":{"postID":9791,"title":"Play: The Key Ingredient to Early Childhood AAC Implementation","body":"There is one simple AAC intervention technique that has, and likely always will be, incredibly powerful for young children: play. Play is the work of young children. The importance of play for ALL children can not be understated. Play may look different for every child but EVERY child can reap the social-emotional, creative, linguistic, mathematical, and cognitive benefits from rich, varied, dynamic play. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way. Communication should be fun, it should feel like play, not like work. Telling people you have to go to the bathroom or you want goldfish crackers, while they are very functional language skills, may not be what a child would choose to communicate using their first words. I have worked with so many young children who really started communicating with their AAC systems when they were encouraged to be silly, tell jokes, engage in pretend play, or tell funny stories. Below is a simple 4-step technique I recommend when embedding AAC intervention into play in an inclusive early childhood setting.
1) Prepare: Preparing for engaging, dynamic and rich play is essential. Many children who benefit from AAC interventions may also have other challenges that can impact their play, such as vision, hearing, or motor differences. \"Setting the stage\" for play is essential so that play can meet the needs of varied learners. Here are some tips:
2) Engage: After the materials are available and prepped, focus on engaging the child or children in reciprocal play. While working to establish engagement look for:
3) Imbed Modeling: Once child is actively engaged in play start modeling vocabulary that describes and narrates the play. Consider language that enhances the play. For example:
4) Invite: After language is modeled at least 10 times within play use strategies that invite (not require) the child to use their AAC system:
When using play as a platform for AAC development the focus should be on engagement in play. The iPad or SGD is not the activity, the playful social interactions that emerge during play are the focus. The iPad or SGD or communication book is the tool that allows the child and his/her friends to talk about and actively engage in the play.
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When I used to teach preschool, children who did not have complex communication needs used to love to tell me long, silly stories. I was never quite sure whether the story was based in reality or was entirely made up. Often, a preschooler's sense of time concepts really added to the mystery because when a child said, \"I went to visit my grandma yesterday\" and I knew that their grandma lived in Florida and they were in fact in school the previous day the story became even more interesting! I realized that children with complex communication needs rarely get the opportunity to tell stories. So often, the focus on communication programming is on functional language, getting needs met. However, as I mentioned in my last post, playful use of language can be incredibly motivating and exciting for young children. Here is a protocol I created to encourage children to start telling stories. As with their peers I did not bound them by the confines of \"truth\", I just encouraged them to create unique, interesting, and often funny stories. The protocol was designed to allow even the most emergent AAC user to be able to tell a simple narrative. You'll notice the process uses co-construction between the teacher and child. The co-construction creates the opportunity for multiple teachable moments for all students in the class. As the simple narrative is created the story is written on the board for all students to see.
Child: Character: Support the child to navigate to a page in their AAC system that will allow them to choose a person or animal that the child wants their story to be about (I will often present these two options using Partner Assisted Scanning). Once we are on the page of their choice I say, \"Who would you like this story to be about\": MOM
Adult: Be Verb: For the emergent communicator the adult will pick the \"be\" verb next: WAS
Child: Action: Support the child to navigate to a page that will allow them to choose an action word they would like to choose. Again, I may present options using Partner Assisted Scanning in order to make sure I get the kind of action word they may be looking for. Once we are on the page of their choice I say, \"What should our character do?\": JUMP
Adult: Tense Markers: For the emergent communicator the adult may choose \"-ing\" or \"-ed\": -ING
Adult: Little Word: For the emergent communicator the adult may choose words such as \"in\" or \"at\" and possibly \"the\" as appropriate: AT THE
Child: Setting: Support the child to navigate to a page that will allow them to choose a place that the story takes place. Again, this will take some forethought and possibly the integration of Partner Assisted Scanning (i.e. Where should the story be: \"home place\"..... \"school place\"): PLAYGROUND
Adult: Pronoun and Be Verb: Based on the story the adult will choose an appropriate pronoun: SHE WAS
Child: Emotion: Again, support the child to navigate to emotion options and encourage them to choose an emotion that character might of been feeling: SILLY
In this example, here is the full simple narrative: Mom was jumping at the playground. She was silly! This is an errorless narrative structure and the children are encouraged to be as silly as possible! Additionally, screen shots of the sentence on the AAC system can be printed out and put into the child's writing journal.
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Introduction
The first section of our framework is called “Targets”, and reflects recommended communication outcomes. These outcomes, commonly represented as IEP goals, drive every aspect of the AAC program. Goals specify what we hope our students will achieve, and guide our choice of instructional approaches and interventions. They impact our selection of AAC supports and dictate how progress is measured. In short, they represent the focus of our program and reflect a vision of our students’ future.
Within the realm of all possible communication goals, there are some that are critical to becoming a competent communicator. Below are five of the most important goals to consider as part of a comprehensive AAC program.
1 - Initiation
“Student will frequently act on their environment – say, move, touch, reach, push, etc. – to produce specific actions and reactions.”
First, we want to make sure that our students are initiating – acting on their environment based on their own thinking and ideas. The mental process we want them to carry is “I have an idea in my head, I produce some action (with my mouth, hands, body etc.), and there is a result”. When applied to a communication system, this may look like “I am thinking I want to go out (idea), I reach out and touch the word ‘go’ on my board (initiate movement), my mom takes me outside (result)’. Sometimes students have not yet learned that they can make things happen through their actions, so we need to create those experiences. Other times students have learned that when they have an idea they should wait for a prompt (e.g. “What do you want?”) instead of just acting on it. In the latter case, we need to remove those prompts and provide opportunities for the student to learn the new rule, which is “You have an idea, you act!”.
2 - Range of Functions
“Student communicates for a variety of purposes; is able to express a range of language functions.”
The concept of being able to communicate for a range of purposes is incredibly important. We all regularly use language to ask questions, make comments, engage in social exchanges, and share information. Yet when we identify goals and select vocabulary targets for our students, we tend to be much more restrictive in the functions we make available. Rather than look at models of typical language development for our purposes, we select functions that are easiest to teach or that we think are the most salient. This results in an imbalance in the types of messages the person can express, and creates extremely limited opportunities for communication interactions and experiences. We really want to make sure we provide access to vocabulary and instruction that incorporates the range of purposes or functions of language.
3 - Combining Vocabulary
“Student is working to increase the average length of their messages (expressed via symbols, gestures, signs, vocalizations) e.g. child at a single word level is working towards more two-word phrases.”
When we support students to move beyond the single word level we are not just combining individual words, we are also building concepts about the relationships between words. We are always working towards a “plus one” – taking their current phrase length and working to move it up to the next level. This applies to any form of communication – gesture, symbol, sign, speech etc. This is probably one of the most powerful goals because it also necessarily builds vocabulary and incorporates different parts of speech.
4 - Range of Vocabulary
“Student’s repertoire of words includes a range of parts of speech and types of words (e.g. general, more specific, very specific); student has a good breadth and depth of vocabulary.\"
We want to ensure that our students have access to the words they need to express the range of functions and to combine words (sections above). By incorporating both “core vocabulary” (most commonly used words) and “fringe vocabulary” (more specific vocabulary) we ensure that the student can achieve those goals. Luckily there is lots of great information available related to the concept of core vocabulary as an approach to vocabulary selection.
5 - Contexts
“Student is expanding the communication environments – new situations, new people, new locations, new activities...”
For our last priority goal area, we want to make sure that we teach students to apply their skills across people, places and activities. This forces us to teach in natural settings and to embed generalization opportunities into our instruction. We must target broad application of skills if we want our students to be communicating in many environments.
Closing
When I provide consultation to school teams, I will use these targets as a mental checklist to compare to the student’s existing goals. If I see that the IEP does not include these types of goals then I know that the student will not likely achieve meaningful communication outcomes. If I see that the IEP captures at least some of these areas then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s direction or give you ideas for how you might shift your focus for better results.
Stay tuned for our next post – the “TEACHING and TASKS” of our AAC framework!
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Essential to integration of AAC into morning meeting is the availability of communication supports in a variety of formats so that not just the child using an augmentative communication support, but all children, can be exposed to and use an AAC system. For instance, having multiple paper-based communication books, large poster-size versions of the main page of a communication app, the communication software available on more than one device, or having the communication software available on a SMART Board or overhead projector are just a few ways to have universal accessibility for all children and to provide opportunities for teachers to provide Aided Language Input. Morning meeting can be a rich opportunity for emergent AAC users to be immersed in the use of AAC. I have often found that children with early device awareness and exploration benefit from Aided Language Modeling of an AAC system by peers and teachers during morning meeting.
Greeting: Have all children in the class use the AAC system to great a friend. If the AAC system has voice output encourage all peers to turn their voices off and use the AAC system alone. Greeting may be an opportunity for errorless teaching in one of two ways for the child using AAC. If the child is using a system that has a page with general social language an adult or peer can help navigate to this page and the child can use any social greeting available. Alternatively, either instructional masking or use of a picture window can help the emergent AAC user know what greeting is appropriate.
Music/Song: For songs with repeating lines the teacher may choose one word that they will model throughout the song. During this activity
only the teacher will be using the device. For instance, for Wheels on the Bus
the teacher may model “go” every time this word is sung. For determining which
words to model in repeating line songs choose from the Core Vocabulary
available on the child’s AAC system. For songs in which the children can
participate (i.e. Old MacDonald when the children can pick which animal to do)
the communication system may be passed around the group and all children can
use the system to choose their part. Again, this provides an opportunity for
errorless teaching if an adult or peer navigates to the appropriate animal page
and the emergent AAC user chooses any animal.
Book Reading: Using books with repeating lines provides the
opportunity for the teacher to model 2-3 words multiple times throughout the
book. For example, with Brown Bear, Brown
Bear the teacher may use the AAC system to say the words “what” and “see”
on each page. Again, focus on Core Vocabulary options when selecting words to
model.
Movement: Movement games are great opportunities to use peer
modeling with the AAC system. Examples include:
·
Use animal
page to have each child in the class take turns choosing an animal to act out.
·
Use the
actions page to have each child in the class direct their classmates to do a
certain action (i.e. “jump”)
·
Use the
number page to have children choose how many times the children will do a
physical movement (i.e. “5 jumps”)
·
Use the
describing words page to have children choose opposites that work in the
movement activity (i.e. fast vs slow, loud vs quiet)
Language Activities: Preschool linguistic concepts can also be taught
and practiced by having all children use the AAC system. For instance, if the
teacher is working on spatial concepts the teacher may have puppets or stuffed
animals acting out the concepts that the children choose using the AAC system
(i.e. the dog goes in the house, on the house, next to the house, in front of
the house, behind the house, etc.)
The majority of inclusive preschools I visit include a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Below are a few strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines. You will notice that errorless teaching strategies are also used, thereby providing the emergent AAC user with communicative opportunities that don’t have a “right” or “wrong” answer. In fact, in many cases, when a child with complex communication needs is in the very initial stages of AAC use their experience during morning meeting may be predominantly one of observing meaningful and functional use of the AAC system.
Essential to integration of AAC into morning meeting is the availability of communication supports in a variety of formats so that not just the child using an augmentative communication support, but ALL children, can be exposed to and use the AAC system. For instance, having multiple communication books, large poster-size versions of the main page of a communication app, the communication software available on more than one device, or having the communication software available on a SMART Board or overhead projector are just a few ways to have universal accessibility for all children and to provide opportunities for teachers to provide Aided Language Input. Morning meeting can be a rich opportunity for emergent AAC users to be immersed in the use of AAC. I have often found that children with early device awareness and exploration benefit from Aided Language Modeling of an AAC system by peers and teachers during morning meeting.
Greeting: Have all children in the class use the AAC system to great a friend. If the AAC system has voice output encourage all peers to turn their voices off and use the AAC system alone. Greeting may be an opportunity for errorless teaching in one of two ways for the child using AAC. If the child is using a system that has a page with general social language an adult or peer can help navigate to this page and the child can use any social greeting available. Alternatively, either instructional masking or use of a picture window can help the emergent AAC user know what greeting is appropriate.
Music/Song: For songs with repeating lines the teacher may choose one word that they will model throughout the song. During this activity only the teacher will be using the device or communication display. For instance, for Wheels on the Bus the teacher may model “go” every time this word is sung. For determining which words to model in repeating line songs choose from the Core Vocabulary available on the child’s AAC system. For songs in which the children can
participate (i.e. Old MacDonald when the children can pick which animal to do) the communication system may be passed around the group and all children can use the system to choose their part. Again, this provides an opportunity for errorless teaching if an adult or peer navigates to the appropriate animal page
and the emergent AAC user chooses any animal.
Book Reading: Using books with repeating lines provides the opportunity for the teacher to model 2-3 words multiple times throughout the book. For example, with Brown Bear, Brown Bear by Eric Carle the teacher may use the AAC system to say the words “what” and “see” on each page. Again, focus on Core Vocabulary options when selecting words to model. In later posts this week I will discuss options for participation during reading activities that support multi-modal communication and allow for heightened participation of children that are emergent AAC users.
Movement: Movement games are great morning meeting opportunities to use peer modeling with the AAC system. Examples include: 1) Use the animal page to have each child in the class take turns choosing an animal to act out, 2) Use the actions page to have each child in the class direct their classmates to do a certain action (i.e. “jump”), 3) Use the number page to have children choose how many times the children will do a physical movement (i.e. “5 jumps”), 4) Use the describing words page to have children choose opposites that work in the movement activity (i.e. fast vs slow, loud vs quiet)
Language Activities: Preschool linguistic concepts can also be taught and practiced by having all children use the AAC system. For instance, if the teacher is working on spatial concepts the teacher may have puppets or stuffed animals acting out the concepts that the children choose using the AAC system (i.e. the dog goes in the house, on the house, next to the house, in front of the house, behind the house, etc.). Again, this emphasizes the use of peer Aided Language Modeling with an emphasis on Core Vocabulary.
The majority of inclusive preschools I visit include a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Below are a few strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines. You will notice that errorless teaching strategies are also used, thereby providing the emergent AAC user with communicative opportunities that don’t have a “right” or “wrong” answer. In fact, in many cases, when a child with complex communication needs is in the very initial stages of AAC use their experience during morning meeting may be predominantly one of observing meaningful and functional use of the AAC system.
Essential to integration of AAC into morning meeting is the availability of communication supports in a variety of formats so that not just the child using an augmentative communication support, but ALL children, can be exposed to and use the AAC system. For instance, having multiple communication books, large poster-size versions of the main page of a communication app, the communication software available on more than one device, or having the communication software available on a SMART Board or overhead projector are just a few ways to have universal accessibility for all children and to provide opportunities for teachers to provide Aided Language Input. Morning meeting can be a rich opportunity for emergent AAC users to be immersed in the use of AAC. I have often found that children with early device awareness and exploration benefit from Aided Language Modeling of an AAC system by peers and teachers during morning meeting.
Greeting: Have all children in the class use the AAC system to great a friend. If the AAC system has voice output encourage all peers to turn their voices off and use the AAC system alone. Greeting may be an opportunity for errorless teaching in one of two ways for the child using AAC. If the child is using a system that has a page with general social language an adult or peer can help navigate to this page and the child can use any social greeting available. Alternatively, either instructional masking or use of a picture window can help the emergent AAC user know what greeting is appropriate.
Music/Song: For songs with repeating lines the teacher may choose one word that they will model throughout the song. During this activity only the teacher will be using the device or communication display. For instance, for Wheels on the Bus the teacher may model “go” every time this word is sung. For determining which words to model in repeating line songs choose from the Core Vocabulary available on the child’s AAC system. For songs in which the children can
participate (i.e. Old MacDonald when the children can pick which animal to do) the communication system may be passed around the group and all children can use the system to choose their part. Again, this provides an opportunity for errorless teaching if an adult or peer navigates to the appropriate animal page
and the emergent AAC user chooses any animal.
Book Reading: Using books with repeating lines provides the opportunity for the teacher to model 2-3 words multiple times throughout the book. For example, with Brown Bear, Brown Bear by Eric Carle the teacher may use the AAC system to say the words “what” and “see” on each page. Again, focus on Core Vocabulary options when selecting words to model. In later posts this week I will discuss options for participation during reading activities that support multi-modal communication and allow for heightened participation of children that are emergent AAC users.
Movement: Movement games are great morning meeting opportunities to use peer modeling with the AAC system. Examples include: 1) Use the animal page to have each child in the class take turns choosing an animal to act out, 2) Use the actions page to have each child in the class direct their classmates to do a certain action (i.e. “jump”), 3) Use the number page to have children choose how many times the children will do a physical movement (i.e. “5 jumps”), 4) Use the describing words page to have children choose opposites that work in the movement activity (i.e. fast vs slow, loud vs quiet)
Language Activities: Preschool linguistic concepts can also be taught and practiced by having all children use the AAC system. For instance, if the teacher is working on spatial concepts the teacher may have puppets or stuffed animals acting out the concepts that the children choose using the AAC system (i.e. the dog goes in the house, on the house, next to the house, in front of the house, behind the house, etc.). Again, this emphasizes the use of peer Aided Language Modeling with an emphasis on Core Vocabulary.
Participating in whole group lessons can be challenging for emergent AAC communicators because of the pace of instruction and the communication expectations. In my work in inclusive preschools and kindergartens I have trained classroom teachers to use various teaching strategies to help support the AAC communicator's participation in a wide variety of whole group lessons. Below are some of the strategies that teacher's have cited as being helpful and relatively easy to imbed into their daily instructional lessons:
Priming: If the emergent AAC communicator will be asked a question during full class instruction it may help to give him/her a cue such as, “I want you to think about....., I’ll be asking you about that after Sally’s turn”. This gives the child some prep time to find the vocabulary on his/her communication tool. For instance, if the teacher is asking the AAC communicator to share an animal he/she thinks lives in a water habitat this priming will help the AAC communicator navigate to the appropriate vocabulary, with assistance if necessary, and then answer the question when it's his/her turn.
Errorless Learning: When designing classroom activities, think about how questions can be asked in a way that does not require a “correct” answer. For instance during a phonics lesson, instead of saying, “What is this sound”, instead help the early AAC communicator navigate to the phonics or letter page in his/her device or communication book and say something like, “What sound do you want to find in our phonics cards?” This way any sound the child says is “correct” for the purpose of the lesson.
Non-Verbal Responses: During full class instruction try integrating a question that invites all of the children to respond using a non-verbal mode, such as raising a hand, giving a thumbs up, or holding up a specific number of fingers. For example, within a preschool spatial concepts lesson a teacher may demonstrate a spatial concept and say, \"Give me a thumbs up if you think I put the dog 'next to' his doghouse\".
Delayed Choral Answers: Choral answers can often be challenging for children who are learning to communicate with AAC systems. In order to reduce the pace of choral answers try asking a question and then have the children give a non-verbal cue when they are ready to answer. This procedure may allow the AAC communicator to prep his/her response. For example, saying, “Put your finger on your nose when you’re ready to tell me….” may allow the AAC communicator to navigate to a specific page in their device and prepare their answer.
Cloze Sets: Try using the materials within instructional activities as cloze sets for non-verbal responses. Cloze sets make generative answers into multiple-choice answers that may not require verbal output. Providing cloze sets in the form of paper-based options or even pointing to an option that the teacher is holding up can be helpful. I recently visited a preschool in which the classroom teacher made a topic board with lots of different play options (blocks, books, watch tv, play at the park, etc). She then asked each child in the class the question, \"Tell us one thing you like to do with your family\". Each child had the option of using the communication board or coming up with their own answer. This cloze set allowed the AAC communicator to answer a relatively open-ended question with ease.
Descriptive Teaching Method: Many questions asked during instruction are closed questions, with only one acceptable answer in mind. Descriptive style questions allow AAC users to answer using high frequency, core vocabulary that is readily accessible on their communicative devices or within their communication books/boards. When asking wh- questions consider how the question could be answered using Core Vocabulary. For example, when asking a question may require a complex vocabulary word, consider how to frame it differently. For example, if you are reading a book about hibernation you may ask, “What do you think another word for “hibernation” is? Using the core word “sleep” still tells you that the AAC communicator understood the word hibernation but does not require him/her to use it within his/her response.
","userID":16176,"timestamp":"2017-05-17T01:21:16.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":230,"collectionID":114,"postID":9786,"quote":"Participating in whole group lessons can be challenging for emergent AAC communicators because of the pace of instruction and the communication expectations. In my work in inclusive preschools and kindergartens I have trained classroom teachers to use various teaching strategies to support the AAC communicator's participation in a wide variety of whole group lessons. Here are some of the strategies that teacher's have cited as being helpful and relatively easy to imbed into their daily instructional lessons."}]},{"postID":9790,"title":"Play: The Key Ingredient to Early Childhood AAC Implementation","body":"After attending more conferences and trainings than I can remember, reading countless research articles and working as an SLP for 13 years one simple AAC intervention technique continues to rise to the surface of importance for young children: play. Play is the work of young children. The importance of play for ALL children can not be understated. Play may look different for every child but EVERY child can reap the social-emotional, creative, linguistic, mathematical, and cognitive benefits from rich, varied, dynamic play. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way. Communication should be fun, it should feel like play, not like work. Remember that telling people you have to go to the bathroom or you want goldfish crackers, while they are very important language skills they may not be what a child would choose to communicate. I have worked with so many young children who really started communicating with their AAC systems when they were encouraged to be silly, tell jokes, engage in pretend play, or tell funny stories.
1) Prepare:
2) Engage: Focus on engaging child in reciprocal play. Watch for:
3) Imbed Modeling:
4) Invite:
After language is modeled at least 10 times within play use strategies that invite (not require) the child to use the AAC system:
Expectant Delay: Before doing some action within play pause and gesture to AAC system
Navigational Support: start navigating to page in system that has a word that has been modeled, provide gestural or point prompt to let child know what word might work in the interaction (i.e. when playing with cars on a ramp hold the car at the top of the ramp and say “I will make it go…….. then point to down”)
Errorless Teaching: navigate to a page and ask an open ended question (i.e. navigate to the ‘action’ page and say, “what should we have our doll do?”- any action is appropriate)
Choice-Making Options
General Rules of Thumb:
Always focus on engagement in play- if engagement diminishes offer choices or follow the child's lead to re-establish the connection
Be playful and fun and follow the child’s interest
Try positioning the AAC tool under your chin in order to minimize the child’s need to shift gaze between the adult, the tool and the activity
","userID":16176,"timestamp":"2017-05-22T18:57:36.02","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9791,"title":"Play: The Key Ingredient to Early Childhood AAC Implementation","body":"There is one simple AAC intervention technique that has, and likely always will be, incredibly powerful for young children: play. Play is the work of young children. The importance of play for ALL children can not be understated. Play may look different for every child but EVERY child can reap the social-emotional, creative, linguistic, mathematical, and cognitive benefits from rich, varied, dynamic play. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way. Communication should be fun, it should feel like play, not like work. Telling people you have to go to the bathroom or you want goldfish crackers, while they are very functional language skills, may not be what a child would choose to communicate using their first words. I have worked with so many young children who really started communicating with their AAC systems when they were encouraged to be silly, tell jokes, engage in pretend play, or tell funny stories. Below is a simple 4-step technique I recommend when embedding AAC intervention into play in an inclusive early childhood setting.
1) Prepare: Preparing for engaging, dynamic and rich play is essential. Many children who benefit from AAC interventions may also have other challenges that can impact their play, such as vision, hearing, or motor differences. \"Setting the stage\" for play is essential so that play can meet the needs of varied learners. Here are some tips:
2) Engage: After the materials are available and prepped, focus on engaging the child or children in reciprocal play. While working to establish engagement look for:
3) Imbed Modeling: Once child is actively engaged in play start modeling vocabulary that describes and narrates the play. Consider language that enhances the play. For example:
4) Invite: After language is modeled at least 10 times within play use strategies that invite (not require) the child to use their AAC system:
When using play as a platform for AAC development the focus should be on engagement in play. The iPad or SGD is not the activity, the playful social interactions that emerge during play are the focus. The iPad or SGD or communication book is the tool that allows the child and his/her friends to talk about and actively engage in the play.
","userID":16176,"timestamp":"2017-05-23T00:09:30.34","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2393,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5955,"postID":9791,"userID":59951,"timestamp":"2018-05-29T13:28:01.76"},{"starID":5998,"postID":9791,"userID":45878,"timestamp":"2018-09-14T17:46:52.55"}],"PostCollectionItems":[{"collectionItemID":231,"collectionID":114,"postID":9791,"quote":"There is one simple AAC intervention technique that has, and likely always will be, incredibly powerful for young children: play. The importance of play for ALL children cannot be understated. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way."}]},{"postID":9801,"title":"Supporting the Creation of Narratives in the Early Childhood Classroom","body":"
When I used to teach preschool, children who did not have complex communication needs used to love to tell me long, silly stories. I was never quite sure whether the story was based in reality or was entirely made up. Often, a preschooler's sense of time concepts really added to the mystery because when a child said, \"I went to visit my grandma yesterday\" and I knew that their grandma lived in Florida and they were in fact in school the previous day the story became even more interesting! I realized that children with complex communication needs rarely get the opportunity to tell stories. So often, the focus on communication programming is on functional language, getting needs met. However, as I mentioned in my last post, playful use of language can be incredibly motivating and exciting for young children. Here is a protocol I created to encourage children to start telling stories. As with their peers I did not bound them by the confines of \"truth\", I just encouraged them to create unique, interesting, and often funny stories. The protocol was designed to allow even the most emergent AAC user to be able to tell a simple narrative. You'll notice the process uses co-construction between the teacher and child. The co-construction creates the opportunity for multiple teachable moments for all students in the class. As the simple narrative is created the story is written on the board for all students to see.
Child: Character: Support the child to navigate to a page in their AAC system that will allow them to choose a person or animal that the child wants their story to be about (I will often present these two options using Partner Assisted Scanning). Once we are on the page of their choice I say, \"Who would you like this story to be about\": MOM
Adult: Be Verb: For the emergent communicator the adult will pick the \"be\" verb next: WAS
Child: Action: Support the child to navigate to a page that will allow them to choose an action word they would like to choose. Again, I may present options using Partner Assisted Scanning in order to make sure I get the kind of action word they may be looking for. Once we are on the page of their choice I say, \"What should our character do?\": JUMP
Adult: Tense Markers: For the emergent communicator the adult may choose \"-ing\" or \"-ed\": -ING
Adult: Little Word: For the emergent communicator the adult may choose words such as \"in\" or \"at\" and possibly \"the\" as appropriate: AT THE
Child: Setting: Support the child to navigate to a page that will allow them to choose a place that the story takes place. Again, this will take some forethought and possibly the integration of Partner Assisted Scanning (i.e. Where should the story be: \"home place\"..... \"school place\"): PLAYGROUND
Adult: Pronoun and Be Verb: Based on the story the adult will choose an appropriate pronoun: SHE WAS
Child: Emotion: Again, support the child to navigate to emotion options and encourage them to choose an emotion that character might of been feeling: SILLY
In this example, here is the full simple narrative: Mom was jumping at the playground. She was silly! This is an errorless narrative structure and the children are encouraged to be as silly as possible! Additionally, screen shots of the sentence on the AAC system can be printed out and put into the child's writing journal.
","userID":16176,"timestamp":"2017-05-28T14:55:58.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1297,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":232,"collectionID":114,"postID":9801,"quote":"When I used to teach preschool, children who did not have complex communication needs used to love to tell me long, silly stories. I was never quite sure whether the story was based in reality or was entirely made up. Often, a preschooler's sense of time concepts really added to the mystery because when a child said, \"I went to visit my grandma yesterday\" and I knew that their grandma lived in Florida and they were in fact in school the previous day the story became even more interesting! I realized that children with complex communication needs rarely get the opportunity to tell stories. Therefore, I created this simple narrative construction format to support their early story-telling skills."}]}],"Posts1":[{"postID":9779,"title":"Integrating AAC into Morning Meeting in the Preschool Classroom","body":"","userID":16176,"timestamp":"2017-05-14T23:19:13.26","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9780,"title":"Integrating AAC into Morning Meeting in the Preschool Classroom","body":"The majority of inclusive preschools I visit include a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Below are a few strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines. You will notice that errorless teaching strategies are also used, thereby providing the emergent AAC user with communicative opportunities that don’t have a “right” or “wrong” answer. In fact, in many cases, when a child with complex communication needs is in the very initial stages of introduction to an AAC system their experience during morning meeting may be predominantly one of observing meaningful and functional use of the AAC system.
Essential to integration of AAC into morning meeting is the availability of communication supports in a variety of formats so that not just the child using an augmentative communication support, but all children, can be exposed to and use an AAC system. For instance, having multiple paper-based communication books, large poster-size versions of the main page of a communication app, the communication software available on more than one device, or having the communication software available on a SMART Board or overhead projector are just a few ways to have universal accessibility for all children and to provide opportunities for teachers to provide Aided Language Input. Morning meeting can be a rich opportunity for emergent AAC users to be immersed in the use of AAC. I have often found that children with early device awareness and exploration benefit from Aided Language Modeling of an AAC system by peers and teachers during morning meeting.
Greeting: Have all children in the class use the AAC system to great a friend. If the AAC system has voice output encourage all peers to turn their voices off and use the AAC system alone. Greeting may be an opportunity for errorless teaching in one of two ways for the child using AAC. If the child is using a system that has a page with general social language an adult or peer can help navigate to this page and the child can use any social greeting available. Alternatively, either instructional masking or use of a picture window can help the emergent AAC user know what greeting is appropriate.
Music/Song: For songs with repeating lines the teacher may choose one word that they will model throughout the song. During this activity
only the teacher will be using the device. For instance, for Wheels on the Bus
the teacher may model “go” every time this word is sung. For determining which
words to model in repeating line songs choose from the Core Vocabulary
available on the child’s AAC system. For songs in which the children can
participate (i.e. Old MacDonald when the children can pick which animal to do)
the communication system may be passed around the group and all children can
use the system to choose their part. Again, this provides an opportunity for
errorless teaching if an adult or peer navigates to the appropriate animal page
and the emergent AAC user chooses any animal.
Book Reading: Using books with repeating lines provides the
opportunity for the teacher to model 2-3 words multiple times throughout the
book. For example, with Brown Bear, Brown
Bear the teacher may use the AAC system to say the words “what” and “see”
on each page. Again, focus on Core Vocabulary options when selecting words to
model.
Movement: Movement games are great opportunities to use peer
modeling with the AAC system. Examples include:
·
Use animal
page to have each child in the class take turns choosing an animal to act out.
·
Use the
actions page to have each child in the class direct their classmates to do a
certain action (i.e. “jump”)
·
Use the
number page to have children choose how many times the children will do a
physical movement (i.e. “5 jumps”)
·
Use the
describing words page to have children choose opposites that work in the
movement activity (i.e. fast vs slow, loud vs quiet)
Language Activities: Preschool linguistic concepts can also be taught
and practiced by having all children use the AAC system. For instance, if the
teacher is working on spatial concepts the teacher may have puppets or stuffed
animals acting out the concepts that the children choose using the AAC system
(i.e. the dog goes in the house, on the house, next to the house, in front of
the house, behind the house, etc.)
The majority of inclusive preschools I visit include a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Below are a few strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines. You will notice that errorless teaching strategies are also used, thereby providing the emergent AAC user with communicative opportunities that don’t have a “right” or “wrong” answer. In fact, in many cases, when a child with complex communication needs is in the very initial stages of AAC use their experience during morning meeting may be predominantly one of observing meaningful and functional use of the AAC system.
Essential to integration of AAC into morning meeting is the availability of communication supports in a variety of formats so that not just the child using an augmentative communication support, but ALL children, can be exposed to and use the AAC system. For instance, having multiple communication books, large poster-size versions of the main page of a communication app, the communication software available on more than one device, or having the communication software available on a SMART Board or overhead projector are just a few ways to have universal accessibility for all children and to provide opportunities for teachers to provide Aided Language Input. Morning meeting can be a rich opportunity for emergent AAC users to be immersed in the use of AAC. I have often found that children with early device awareness and exploration benefit from Aided Language Modeling of an AAC system by peers and teachers during morning meeting.
Greeting: Have all children in the class use the AAC system to great a friend. If the AAC system has voice output encourage all peers to turn their voices off and use the AAC system alone. Greeting may be an opportunity for errorless teaching in one of two ways for the child using AAC. If the child is using a system that has a page with general social language an adult or peer can help navigate to this page and the child can use any social greeting available. Alternatively, either instructional masking or use of a picture window can help the emergent AAC user know what greeting is appropriate.
Music/Song: For songs with repeating lines the teacher may choose one word that they will model throughout the song. During this activity only the teacher will be using the device or communication display. For instance, for Wheels on the Bus the teacher may model “go” every time this word is sung. For determining which words to model in repeating line songs choose from the Core Vocabulary available on the child’s AAC system. For songs in which the children can
participate (i.e. Old MacDonald when the children can pick which animal to do) the communication system may be passed around the group and all children can use the system to choose their part. Again, this provides an opportunity for errorless teaching if an adult or peer navigates to the appropriate animal page
and the emergent AAC user chooses any animal.
Book Reading: Using books with repeating lines provides the opportunity for the teacher to model 2-3 words multiple times throughout the book. For example, with Brown Bear, Brown Bear by Eric Carle the teacher may use the AAC system to say the words “what” and “see” on each page. Again, focus on Core Vocabulary options when selecting words to model. In later posts this week I will discuss options for participation during reading activities that support multi-modal communication and allow for heightened participation of children that are emergent AAC users.
Movement: Movement games are great morning meeting opportunities to use peer modeling with the AAC system. Examples include: 1) Use the animal page to have each child in the class take turns choosing an animal to act out, 2) Use the actions page to have each child in the class direct their classmates to do a certain action (i.e. “jump”), 3) Use the number page to have children choose how many times the children will do a physical movement (i.e. “5 jumps”), 4) Use the describing words page to have children choose opposites that work in the movement activity (i.e. fast vs slow, loud vs quiet)
Language Activities: Preschool linguistic concepts can also be taught and practiced by having all children use the AAC system. For instance, if the teacher is working on spatial concepts the teacher may have puppets or stuffed animals acting out the concepts that the children choose using the AAC system (i.e. the dog goes in the house, on the house, next to the house, in front of the house, behind the house, etc.). Again, this emphasizes the use of peer Aided Language Modeling with an emphasis on Core Vocabulary.
The majority of inclusive preschools I visit include a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Below are a few strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines. You will notice that errorless teaching strategies are also used, thereby providing the emergent AAC user with communicative opportunities that don’t have a “right” or “wrong” answer. In fact, in many cases, when a child with complex communication needs is in the very initial stages of AAC use their experience during morning meeting may be predominantly one of observing meaningful and functional use of the AAC system.
Essential to integration of AAC into morning meeting is the availability of communication supports in a variety of formats so that not just the child using an augmentative communication support, but ALL children, can be exposed to and use the AAC system. For instance, having multiple communication books, large poster-size versions of the main page of a communication app, the communication software available on more than one device, or having the communication software available on a SMART Board or overhead projector are just a few ways to have universal accessibility for all children and to provide opportunities for teachers to provide Aided Language Input. Morning meeting can be a rich opportunity for emergent AAC users to be immersed in the use of AAC. I have often found that children with early device awareness and exploration benefit from Aided Language Modeling of an AAC system by peers and teachers during morning meeting.
Greeting: Have all children in the class use the AAC system to great a friend. If the AAC system has voice output encourage all peers to turn their voices off and use the AAC system alone. Greeting may be an opportunity for errorless teaching in one of two ways for the child using AAC. If the child is using a system that has a page with general social language an adult or peer can help navigate to this page and the child can use any social greeting available. Alternatively, either instructional masking or use of a picture window can help the emergent AAC user know what greeting is appropriate.
Music/Song: For songs with repeating lines the teacher may choose one word that they will model throughout the song. During this activity only the teacher will be using the device or communication display. For instance, for Wheels on the Bus the teacher may model “go” every time this word is sung. For determining which words to model in repeating line songs choose from the Core Vocabulary available on the child’s AAC system. For songs in which the children can
participate (i.e. Old MacDonald when the children can pick which animal to do) the communication system may be passed around the group and all children can use the system to choose their part. Again, this provides an opportunity for errorless teaching if an adult or peer navigates to the appropriate animal page
and the emergent AAC user chooses any animal.
Book Reading: Using books with repeating lines provides the opportunity for the teacher to model 2-3 words multiple times throughout the book. For example, with Brown Bear, Brown Bear by Eric Carle the teacher may use the AAC system to say the words “what” and “see” on each page. Again, focus on Core Vocabulary options when selecting words to model. In later posts this week I will discuss options for participation during reading activities that support multi-modal communication and allow for heightened participation of children that are emergent AAC users.
Movement: Movement games are great morning meeting opportunities to use peer modeling with the AAC system. Examples include: 1) Use the animal page to have each child in the class take turns choosing an animal to act out, 2) Use the actions page to have each child in the class direct their classmates to do a certain action (i.e. “jump”), 3) Use the number page to have children choose how many times the children will do a physical movement (i.e. “5 jumps”), 4) Use the describing words page to have children choose opposites that work in the movement activity (i.e. fast vs slow, loud vs quiet)
Language Activities: Preschool linguistic concepts can also be taught and practiced by having all children use the AAC system. For instance, if the teacher is working on spatial concepts the teacher may have puppets or stuffed animals acting out the concepts that the children choose using the AAC system (i.e. the dog goes in the house, on the house, next to the house, in front of the house, behind the house, etc.). Again, this emphasizes the use of peer Aided Language Modeling with an emphasis on Core Vocabulary.
Participating in whole group lessons can be challenging for emergent AAC communicators because of the pace of instruction and the communication expectations. In my work in inclusive preschools and kindergartens I have trained classroom teachers to use various teaching strategies to help support the AAC communicator's participation in a wide variety of whole group lessons. Below are some of the strategies that teacher's have cited as being helpful and relatively easy to imbed into their daily instructional lessons:
Priming: If the emergent AAC communicator will be asked a question during full class instruction it may help to give him/her a cue such as, “I want you to think about....., I’ll be asking you about that after Sally’s turn”. This gives the child some prep time to find the vocabulary on his/her communication tool. For instance, if the teacher is asking the AAC communicator to share an animal he/she thinks lives in a water habitat this priming will help the AAC communicator navigate to the appropriate vocabulary, with assistance if necessary, and then answer the question when it's his/her turn.
Errorless Learning: When designing classroom activities, think about how questions can be asked in a way that does not require a “correct” answer. For instance during a phonics lesson, instead of saying, “What is this sound”, instead help the early AAC communicator navigate to the phonics or letter page in his/her device or communication book and say something like, “What sound do you want to find in our phonics cards?” This way any sound the child says is “correct” for the purpose of the lesson.
Non-Verbal Responses: During full class instruction try integrating a question that invites all of the children to respond using a non-verbal mode, such as raising a hand, giving a thumbs up, or holding up a specific number of fingers. For example, within a preschool spatial concepts lesson a teacher may demonstrate a spatial concept and say, \"Give me a thumbs up if you think I put the dog 'next to' his doghouse\".
Delayed Choral Answers: Choral answers can often be challenging for children who are learning to communicate with AAC systems. In order to reduce the pace of choral answers try asking a question and then have the children give a non-verbal cue when they are ready to answer. This procedure may allow the AAC communicator to prep his/her response. For example, saying, “Put your finger on your nose when you’re ready to tell me….” may allow the AAC communicator to navigate to a specific page in their device and prepare their answer.
Cloze Sets: Try using the materials within instructional activities as cloze sets for non-verbal responses. Cloze sets make generative answers into multiple-choice answers that may not require verbal output. Providing cloze sets in the form of paper-based options or even pointing to an option that the teacher is holding up can be helpful. I recently visited a preschool in which the classroom teacher made a topic board with lots of different play options (blocks, books, watch tv, play at the park, etc). She then asked each child in the class the question, \"Tell us one thing you like to do with your family\". Each child had the option of using the communication board or coming up with their own answer. This cloze set allowed the AAC communicator to answer a relatively open-ended question with ease.
Descriptive Teaching Method: Many questions asked during instruction are closed questions, with only one acceptable answer in mind. Descriptive style questions allow AAC users to answer using high frequency, core vocabulary that is readily accessible on their communicative devices or within their communication books/boards. When asking wh- questions consider how the question could be answered using Core Vocabulary. For example, when asking a question may require a complex vocabulary word, consider how to frame it differently. For example, if you are reading a book about hibernation you may ask, “What do you think another word for “hibernation” is? Using the core word “sleep” still tells you that the AAC communicator understood the word hibernation but does not require him/her to use it within his/her response.
","userID":16176,"timestamp":"2017-05-17T01:21:16.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":230,"collectionID":114,"postID":9786,"quote":"Participating in whole group lessons can be challenging for emergent AAC communicators because of the pace of instruction and the communication expectations. In my work in inclusive preschools and kindergartens I have trained classroom teachers to use various teaching strategies to support the AAC communicator's participation in a wide variety of whole group lessons. Here are some of the strategies that teacher's have cited as being helpful and relatively easy to imbed into their daily instructional lessons."}]},{"postID":9790,"title":"Play: The Key Ingredient to Early Childhood AAC Implementation","body":"After attending more conferences and trainings than I can remember, reading countless research articles and working as an SLP for 13 years one simple AAC intervention technique continues to rise to the surface of importance for young children: play. Play is the work of young children. The importance of play for ALL children can not be understated. Play may look different for every child but EVERY child can reap the social-emotional, creative, linguistic, mathematical, and cognitive benefits from rich, varied, dynamic play. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way. Communication should be fun, it should feel like play, not like work. Remember that telling people you have to go to the bathroom or you want goldfish crackers, while they are very important language skills they may not be what a child would choose to communicate. I have worked with so many young children who really started communicating with their AAC systems when they were encouraged to be silly, tell jokes, engage in pretend play, or tell funny stories.
1) Prepare:
2) Engage: Focus on engaging child in reciprocal play. Watch for:
3) Imbed Modeling:
4) Invite:
After language is modeled at least 10 times within play use strategies that invite (not require) the child to use the AAC system:
Expectant Delay: Before doing some action within play pause and gesture to AAC system
Navigational Support: start navigating to page in system that has a word that has been modeled, provide gestural or point prompt to let child know what word might work in the interaction (i.e. when playing with cars on a ramp hold the car at the top of the ramp and say “I will make it go…….. then point to down”)
Errorless Teaching: navigate to a page and ask an open ended question (i.e. navigate to the ‘action’ page and say, “what should we have our doll do?”- any action is appropriate)
Choice-Making Options
General Rules of Thumb:
Always focus on engagement in play- if engagement diminishes offer choices or follow the child's lead to re-establish the connection
Be playful and fun and follow the child’s interest
Try positioning the AAC tool under your chin in order to minimize the child’s need to shift gaze between the adult, the tool and the activity
","userID":16176,"timestamp":"2017-05-22T18:57:36.02","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9791,"title":"Play: The Key Ingredient to Early Childhood AAC Implementation","body":"There is one simple AAC intervention technique that has, and likely always will be, incredibly powerful for young children: play. Play is the work of young children. The importance of play for ALL children can not be understated. Play may look different for every child but EVERY child can reap the social-emotional, creative, linguistic, mathematical, and cognitive benefits from rich, varied, dynamic play. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way. Communication should be fun, it should feel like play, not like work. Telling people you have to go to the bathroom or you want goldfish crackers, while they are very functional language skills, may not be what a child would choose to communicate using their first words. I have worked with so many young children who really started communicating with their AAC systems when they were encouraged to be silly, tell jokes, engage in pretend play, or tell funny stories. Below is a simple 4-step technique I recommend when embedding AAC intervention into play in an inclusive early childhood setting.
1) Prepare: Preparing for engaging, dynamic and rich play is essential. Many children who benefit from AAC interventions may also have other challenges that can impact their play, such as vision, hearing, or motor differences. \"Setting the stage\" for play is essential so that play can meet the needs of varied learners. Here are some tips:
2) Engage: After the materials are available and prepped, focus on engaging the child or children in reciprocal play. While working to establish engagement look for:
3) Imbed Modeling: Once child is actively engaged in play start modeling vocabulary that describes and narrates the play. Consider language that enhances the play. For example:
4) Invite: After language is modeled at least 10 times within play use strategies that invite (not require) the child to use their AAC system:
When using play as a platform for AAC development the focus should be on engagement in play. The iPad or SGD is not the activity, the playful social interactions that emerge during play are the focus. The iPad or SGD or communication book is the tool that allows the child and his/her friends to talk about and actively engage in the play.
","userID":16176,"timestamp":"2017-05-23T00:09:30.34","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2393,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5955,"postID":9791,"userID":59951,"timestamp":"2018-05-29T13:28:01.76"},{"starID":5998,"postID":9791,"userID":45878,"timestamp":"2018-09-14T17:46:52.55"}],"PostCollectionItems":[{"collectionItemID":231,"collectionID":114,"postID":9791,"quote":"There is one simple AAC intervention technique that has, and likely always will be, incredibly powerful for young children: play. The importance of play for ALL children cannot be understated. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way."}]},{"postID":9801,"title":"Supporting the Creation of Narratives in the Early Childhood Classroom","body":"
When I used to teach preschool, children who did not have complex communication needs used to love to tell me long, silly stories. I was never quite sure whether the story was based in reality or was entirely made up. Often, a preschooler's sense of time concepts really added to the mystery because when a child said, \"I went to visit my grandma yesterday\" and I knew that their grandma lived in Florida and they were in fact in school the previous day the story became even more interesting! I realized that children with complex communication needs rarely get the opportunity to tell stories. So often, the focus on communication programming is on functional language, getting needs met. However, as I mentioned in my last post, playful use of language can be incredibly motivating and exciting for young children. Here is a protocol I created to encourage children to start telling stories. As with their peers I did not bound them by the confines of \"truth\", I just encouraged them to create unique, interesting, and often funny stories. The protocol was designed to allow even the most emergent AAC user to be able to tell a simple narrative. You'll notice the process uses co-construction between the teacher and child. The co-construction creates the opportunity for multiple teachable moments for all students in the class. As the simple narrative is created the story is written on the board for all students to see.
Child: Character: Support the child to navigate to a page in their AAC system that will allow them to choose a person or animal that the child wants their story to be about (I will often present these two options using Partner Assisted Scanning). Once we are on the page of their choice I say, \"Who would you like this story to be about\": MOM
Adult: Be Verb: For the emergent communicator the adult will pick the \"be\" verb next: WAS
Child: Action: Support the child to navigate to a page that will allow them to choose an action word they would like to choose. Again, I may present options using Partner Assisted Scanning in order to make sure I get the kind of action word they may be looking for. Once we are on the page of their choice I say, \"What should our character do?\": JUMP
Adult: Tense Markers: For the emergent communicator the adult may choose \"-ing\" or \"-ed\": -ING
Adult: Little Word: For the emergent communicator the adult may choose words such as \"in\" or \"at\" and possibly \"the\" as appropriate: AT THE
Child: Setting: Support the child to navigate to a page that will allow them to choose a place that the story takes place. Again, this will take some forethought and possibly the integration of Partner Assisted Scanning (i.e. Where should the story be: \"home place\"..... \"school place\"): PLAYGROUND
Adult: Pronoun and Be Verb: Based on the story the adult will choose an appropriate pronoun: SHE WAS
Child: Emotion: Again, support the child to navigate to emotion options and encourage them to choose an emotion that character might of been feeling: SILLY
In this example, here is the full simple narrative: Mom was jumping at the playground. She was silly! This is an errorless narrative structure and the children are encouraged to be as silly as possible! Additionally, screen shots of the sentence on the AAC system can be printed out and put into the child's writing journal.
","userID":16176,"timestamp":"2017-05-28T14:55:58.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1297,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":232,"collectionID":114,"postID":9801,"quote":"When I used to teach preschool, children who did not have complex communication needs used to love to tell me long, silly stories. I was never quite sure whether the story was based in reality or was entirely made up. Often, a preschooler's sense of time concepts really added to the mystery because when a child said, \"I went to visit my grandma yesterday\" and I knew that their grandma lived in Florida and they were in fact in school the previous day the story became even more interesting! I realized that children with complex communication needs rarely get the opportunity to tell stories. Therefore, I created this simple narrative construction format to support their early story-telling skills."}]}]}},{"collectionID":136,"name":"AAC Services for Children in Inpatient Medical Settings","description":"This collection explores issues related to providing AAC services to children with complex communication needs in inpatient medical settings. Resources to support children, families, and medical providers within this setting are also presented.","dateCreated":"2017-12-19T17:43:43.987","bio":"I am a Doctoral Student at Pennsylvania State University under the direction with Dr. Janice Light. My research focus is on the use of augmentative and alternative communication (AAC) strategies within the inpatient rehabilitation setting. I have been a speech-language pathologist for seven years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing, assisted living, and early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","published":true,"userID":25396,"PostCollectionItems":[{"collectionItemID":296,"collectionID":136,"postID":8604,"quote":"Mr. Eddy discusses multiple barriers to collaboration among professionals in the medical, educational, and private practice domains. He also proposes solutions and valuable resources that can be used to improve communication and collaboration among team members in these settings. ","Post":{"postID":8604,"title":"Barriers and Solutions to Interdisciplinary Teamwork in the Medical, Private, and School Settings ","body":"It may take time for universities to comprehensively adopt interprofessional education, but more immediate change may occur by motivated professionals who are already practicing on interdisciplinary teams or who wish to initiate these services within their facility. This post will discuss some of the barriers to initiating interdisciplinary teamwork, and strategies to overcome some of those barriers.
Most clinicians in private and school sectors may identify that limited time for collaboration is the most significant barrier. For hospital and private therapists, Rogers and Nunez (June, 2013) suggested one of the most significant challenges in engaging in interdisciplinary teamwork is the fee-for-service model. Under this system, collaboration and team meetings are not billable services and thus are not in the interest of businesses needing to make a profit. These businesses may attempt to maximize the number of clients that their therapists work with to increase potential profit. It is up to advocates at the national and state level to work with Medicare/Medicaid and private insurers to develop reimbursable billing codes for non-direct patient/client care.
Fortunately, transitioning towards an outcomes-based reimbursement healthcare model is in the near future (though it is unclear how this may change with healthcare reform under a new administration) and it is possible that hospital and private providers may place more emphasis on collaborating with an interdisciplinary team to accelerate progress and reduce misuse/overuse/underuse of services. Unfortunately, this does not help clinicians to meet immediate collaboration needs. It remains imperative to create administrator buy-in to allow clinicians and teachers to consult with one-another. This is especially significant for private providers who have limited visits with clients due to insurance coverage. Perhaps these clinicians could attempt to put in additional time to collaborate with school teams outside of regular hours and track progress on these patients; these data could be compared to rates of improvement from previous clients whose teams were not collaborated with. These data could then be presented to administrators as hard-evidence for why time for collaboration is necessary.
Once achieving availability for meetings, we can then experience a barrier in aligning times to meet across providers and tools to access meetings electronically. While the task of coordinating a meeting with one individual is not always a challenge, establishing a meeting with an entire school team, private therapists, and clinical specialists can be nearly impossible. To help bridge this gap, I would encourage providers to consider the use of free online meeting schedulers (e.g., Survey Monkey, Doodle). These free tools allow all parties to list their potential availability (and lets you see who has not yet responded). Unfortunately, it is often the responsibility of coordinator to remind individuals to respond to these meeting requests and ensure that everyone lists availability. Lack of free HIPAA-approved secure video platforms also creates a barrier for those who cannot coordinate a visit in person. To this writer’s knowledge, all videoconference platforms that are currently used for telehealth have a fee associated with use. Secure video platforms are needed to provide team trainings, hold regular meetings, and ensure a personal interaction among the team.
An additional barrier that prevents teams from collaborating is lack of a quick and secure way to discuss progress, problems, and other needs with the wider team. Often, clinicians are forced to e-mail and/or set-up time to converse on the phone. It would be ideal if there were an online HIPAA-approved social network platform in which providers of all disciplines could create a professional profile. In this social network, private groups could be established in which only a child’s providers (including clinical specialists, therapists, and school staff) could access. In these groups, providers could post clinical updates, assistive technology use, goals, and the shared collaborative long-term objective. Such a network will require significant buy-in from professional associations and providers, as well as an innovative and dedicated company to take on such a task.
Due to a variety of reasons, it might not be possible for every provider to be at all meetings. When this is the case, we must still find a way to share the missing team member’s expertise with the group, and to provide the meeting information to the missing professional. Further, that professional must have the opportunity to be a part of the team decision making process. This will often fall to the responsibility of the meeting coordinator to ensure that all stakeholders have been heard.
Perhaps the most important limitation is the human-factor. For many individuals to make change, there often must be some personal benefit. In the current fee-for-service model, private providers would see no personal benefit for engaging in collaboration, with the possible exception of networking. In fact, many professionals in school or in the private sector may find that taking time to collaborate would prevent them from engaging in other activities. The “human-factor” I refer to is altruism, and I believe it is one of the reasons why most of us chose the careers we are in. We are motivated by our clients and passionate about seeing them improve in their health and skills. Interdisciplinary teamwork requires great selflessness and focus for the well-being of the client we are collaborating with. I am personally hopeful that this would never be a barrier for members of this Community. I further hope that those of us in the Community can motivate others to find their altruism if this is a barrier for a partner you collaborate with.
For those interested in learning more about how to engage in interdisciplinary teamwork, including the barriers and strategies to overcome those barriers, consider the free webinar offered through ASHA for 0.2 CEUs. Additionally, a free e-text book has been published by ASHA on engaging in interprofessional education and collaboration, which can be found through their website.
This post has identified several barriers that limit interdisciplinary teamwork across facilities, but there may be more that we have not discussed. In your experience, what other barriers have you identified that prevent interdisciplinary teamwork?
Resources:
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Many children with severe communication disabilities rely on alternative and augmentative communication (AAC) strategies (i.e., any method of communication other than oral speech) to communicate with health care personnel during inpatient hospital stays. However, frequent communication breakdowns with staff and limited access to communication supports place these children at increased risk for negative experiences and poor health outcomes (Blackstone, Beukelman, & Yorkston, 2015; Zubow & Hurtig, 2013). Individuals with complex communication needs are at three times more risk of experiencing preventable adverse medical events when in the hospital (Bartlett, 2008). Examples of such events range from adverse medication reactions, patient falls, and pressure ulcers (Hurtig & Alper, 2016).
During a recent investigation, Zubow and Hurtig (2013) reported that a third of conscious adults and children in intensive care units at a large tertiary health care system (a) were unable to access a nurse call system to request assistance and (b) could not speak due to mechanical intubation. The authors only included individuals who were AAC or assistive technology (AT) candidates for the first time. Patients who required AAC support prior to the inpatient stay and individuals who sustained a recent stroke or traumatic brain injury were excluded (Zubow & Hurtig, 2013). Therefore, it is reasonable to infer that one third represents a low estimate of all individuals who experience severe communication challenges in the hospital setting.
In addition to limited access to AAC/AT tools in the hospital, time constraints and limited staff communicative competence also have been identified as barriers to supporting the communication needs and participation of children with complex communication needs and their families in hospitals (Gormley & Light, 2017; Hemsley & Balandin, 2014). In a recent online focus group of speech-language pathologists (SLPs) who provided services within inpatient rehabilitation facilities, participants reported that time constraints limited the quality and quantity of services addressing communication needs (Gormley & Light, 2017). Examples included short lengths of hospital stays for patients, high productivity expectations for providers, and limited time for providers to program, trial, and customize AAC systems (Gormley & Light, 2017). Further complicating the situation, many health care professionals, including SLPs who are often regarded as “leaders” of AAC teams, report minimal training in pre-service AAC training (Burns et al., 2017; Costigan & Light, 2010) and/or in-service AAC training (Gormley & Light, 2017).
Family-Centered AAC Services to Improve Child and Family Outcomes in Medical Settings
Pediatric hospitals are mandated to provide services that meet the unique needs of all patients, including those with a severe communication disability (Commission of Accreditation of Rehabilitation Facilities, 2016; The Joint Commission, 2010). To achieve this mandate, pediatric hospitals should incorporate best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010). Family-centered services are comprised of a set of attitudes that assume (a) parents are experts of their children and desire the best for their children, (b) each family is unique, and (c) optimal child and family functioning occurs within a supportive community context (King et al., 2004a). These assumptions translate to practice when professionals consider families’ strengths and needs, treat families with dignity and respect, provide information to families to allow for informed decisions about their child’s care, and partner with families to share decision-making power (King et al., 2004; King, King, & Rosenbaum, 2004; Dunst, 2002). Unfortunately, these assumptions may not consistently be implemented in practice (King, Williams, & Goldberg, 2017). As King, and colleagues (2017, p.2) aptly stated, “despite widespread endorsement of family-centered care, the needs of parents of children with disabilities can be overshadowed by a focus on direct services for the child.”
In health care settings, such as pediatric hospitals, past investigations suggest that implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). To promote implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. This framework as well as general practice suggestions for AAC providers in medical settings can be found in the next post of this collection.
AAC Supports and Resources within Inpatient Medical Settings
Despite the many barriers to implementing AAC services, a growing body of research suggests that use of AAC supports can improve the experiences of children with complex communication needs and their families in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be a frightening for an individual of any age; however, “children are not small adults” (Costello et al., 2015, p. 190) and they experience stress differently than adults. As such, children can benefit from (a) health care providers who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015) and (b) access to communication supports that aid in both comprehension and expression of these developmentally appropriate concepts.
Gaynard and colleagues (1990) recommended that, to reduce child stress in hospital settings, health care providers should use strategies to support (a) the child’s sense of control and (b) the child’s developmentally-appropriate and active participation in daily care. Offering high- or low-tech AAC supports to children with complex communication needs within the hospital setting may be one way to increase the child’s sense of control and age-appropriate, active participation in their stay by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures (Costello, Patak, & Pritchard, 2010). The final post of this collection outlines recommendations and available AAC resources that can be used to support children with complex communication needs, their families, and health care providers within the inpatient environment.
References:
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., & MacGibbon, B. (2008). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. Canadian Medical Association Journal, 179, 1555-1562.
Blackstone, S.W., Beukelman, D.R., & Yorkston, K.M. (eds.). (2015). Patient-provider communication: Roles for speech-language pathologists and other health care professionals. San Diego, CA: Plural Publishing Inc.
Burns, M., Baylor, C., & Yorkston, K. (2017). Patient-provider communication training for dysarthria: Lessons learned from student trainees. Seminars in Speech & Language Disorders, 38, 229-238.
Commission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Costigan, A., & Light, J. (2010). Effect of Seated Position on Upper-Extremity Access to Augmentative Communication for Children With Cerebral Palsy: Preliminary Investigation. American Journal of Occupational Therapy, 64, 596–604.
Cox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
Dunst, C. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36, 141-149.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
Hurtig, R.R., & Alper, R.M. (2016, November). The impact of communication barriers on adverse events in hospitalized patients. Paper presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
The Joint Commission. (2010). Advancing effective communication, cultural competence, and
patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/... RoadmapforHospitalsfinalversion 727.pdf
King, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
King, S., King, G., & Rosenbaum, P. (2004). Evaluating health service delivery to children with chronic conditions and their families: Development of a refined measure of processes of care (MPOC-20). Children’s Health Care, 33, 35-57.
King, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
King, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
King, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
Zubow, L., & Hurtig, R. (2013). A demographic study of AAC/AT needs in hospitalized patients. Perspectives in AAC, 22, 79-90.
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\nFamily-Centered AAC Services
\nPractitioners who implement family-centered services assume that (a) parents are experts of their children. (b) parents seek the best for their children, (c) each family is unique, and (d) optimal child outcomes emerge within a supportive community context (King et al., 2004). When these assumptions are upheld, practitioners can then deliver the core principles of family-centered services outlined in King and colleagues (2004):
\nIn pediatric health care settings, implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). In a variety of settings, these services are also linked to increased perceptions of family self-efficacy, increased family empowerment, and improved child behavior and functional outcomes (Dunst, Trivette, & Hamby, 2007). Unfortunately, these practices may not be consistently implemented in pediatric rehabilitation (King, Williams, & Goldberg, 2017) or in AAC service delivery (e.g., Mandak & Light, 2017). Often, a child-focused approach or clinician-directed approach to services are implemented with the needs of the family “overshadowed” (King et al., 2017).
\n
Family-Centered AAC Tools and Clinical Practice Suggestions:
\nTo promote the implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. Within this article, practitioners can learn more about family-centered services as well as AAC assessment and intervention tools that support family-centered clinical practices. A streamlined view of these principles, tools, and clinical practices can be found by clicking the following link: http://aac.psu.edu/wp-content/uploads/2016/11/ASHA2016_FamilySystemsFramework_MandakONeillLight.pdf.
\nFor up-to-date research alerts in the area of family-centered AAC research, feel free to check out the “Family-Centered AAC Research” facebook page at https://www.facebook.com/familycenteredAAC/
\n
Family-Centered AAC Services in Inpatient Medical Settings:
\nThe Family System and Inpatient Medical Settings:
\nTo deliver effective family-centered services and evaluate communication effectiveness within a healthcare environment, one must first recognize the child as a single element within a broader family context. As such, family systems theorists propose wholism, or the concept that the family can only be fully understood when viewed as a “complex, integrated whole” (Minuchin, 1988, p.8). When any element of the family is considered out of its context (e.g., focusing solely on a child’s communication with a health care provider without simultaneously considering the parent’s role in the communication process) an “incomplete picture” that cannot give adequate information for care may result (Minuchin, 1985). Furthermore, due to the complexity and interconnected nature of the family system, interdependence, or the inextricable link of family members within the broad family system (Minuchin, 1985), suggests that a change experienced by one family member reverberates throughout the entire system and subsequently affects all members (Minuchin, 1985).
\nWithin a family system, individuals are affected by the dynamic interplay of personal relationships, or subsystems (e.g., child-parent; Minuchin, 1985). Within each subsystem, interactional patterns among family members which form bidirectional feedback loops of behaviors emerge during communicative exchanges over time. (Minuchin, 1985). However, Minuchin (1985) also indicated that identification of such communicative patterns may be a helpful first step in a therapeutic setting to serve as a “point of entry” for future intervention.
\nClinical Example: A young child who recently sustained a traumatic brain injury and is no longer is able to communicate using speech may vocalize “ba ba” to indicate he needs to use the bathroom. However, his mother does not understand this vocalization and instead offers the child a ball. The child then starts screaming in frustration and hits the ball which, in turn, the mother yells “Why can’t you just talk! I don’t know what you want!” In future interactions, this pattern of negative verbalizations and challenging behavior may continually emerge when the pair experiences communication breakdowns. A speech-language pathologist may recognize the negative communicative pattern emerging between the young child and his mother and offer the child an AAC system comprised of pictures of items within the room, including “bathroom.” Now the child can point to the picture when he says “ba ba” and the mother can recognize this communicative act as a request to use the bathroom, thus breaking the cycle and improving the communicative exchange.
\nWhen considering a child’s participation within the rehabilitation experience, service providers and researchers alike must move towards better understanding the factors within health care that affect the entire family unit and not solely focus on the child. Just as the child is a single element within a complex family system; a family is a single element that is embedded within a set of larger systems such as a health care or education system (Bronfenbrenner, 1979). Factors such as social policies governing relational networks (e.g., hospital staffing) and socio-cultural beliefs also drastically affect individuals in the family system and health care system (Bronfenbrenner & Ceci, 1994). A child must be considered within this broad, complex, interconnected, and dynamic context (Bronfenbrenner & Ceci, 1994), first starting with the family system and extending to the larger health care context (Minuchian, 1985; King et al., 2004).
For a brief outline of a variety of systemic factors affecting the delivery of services to individuals with complex communication needs in the inpatient rehabilitation setting, check out: https://rerc-aac.psu.edu/wp-content/uploads/2017/11/Gormley_Online-Focus-Group-AAC-and-Inpatient-Rehab_ASHA2017_.pdf
Parents as “Interpreters”
\nAlthough, the relational dynamics among all involved parties – children, families, and providers – critically impact the rehabilitation experience as well as family and child outcomes (Dunst, Trivette, & Hamby, 2007; King et al., 2017), these dynamics are not well understood when a child with complex communication needs is involved (Hemsley & Balandin, 2014). However, qualitative evidence has emerged that parents often serve as “interpreters” of their child’s communicative acts in the hospital setting when the child has a severe communication disability (e.g., Hemsley, Kuek, Bastock, Scarinci, & Davidson, 2013). When parents assume this role in the hospital setting, they can support health care providers to more effectively and efficiently communicate with the child.
\nClinical Example: When a nurse is attempting to feed a two-year-old girl with cerebral palsy, the girl’s mother may educate the nurse that when her daughter vocalizes, looks away, and extends her arm forward, this is a signal for “stop.” With this new knowledge, the nurse can pause before placing additional food into the child’s mouth and reduce the child’s discomfort during feeding. In this example, the nurse including the mother in the feeding session, acknowledging the child’s mother as an expert of the child, and respecting the child’s nonverbal communicative act is a demonstration of a family-centered AAC service (Mandak, O’Neill, Light, & Fosco, 2017).
\nKey Research Findings:
Recommendations:
\nReferences:
Beukelman, D., & Ray., P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation: An Interdisciplinary Approach, 3, 279-288
Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press
Bronfenbrenner, U., & Ceci, S. (1994). Nature-nurture reconceptualized: a bioecological model.Psychological Review, 101, 568-586.
\nCommission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation: Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
\nCox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
\nCress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in language disorders, 24, 51-61.
\nDunst, C.J., Trivette, C.M., & Hamby, D.W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13. 370-378.
\nGormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
\nHemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
\nHemsley, B., Kuek, M., Bastock, K., Scarinci, N., & Davidson, B. (2013). Parents and children with cerebral palsy discuss communication needs in hospital. Developmental Rehabilitation, 16, 363-374.
\nThe Joint Commission. (2010). Advancing effective communication, cultural competence, and patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/ RoadmapforHospitalsfinalversion 727.pdf
\nKing, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
\nKing, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
\nKing, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
\nKing, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
\nMandak, K., & Light, J. (2017). Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. Journal of Autism and Developmental Disorders. Advanced Online Publication.
\nMandak, K., O’Neill, T., Light, J. (2016, November). Bridging the gap from values to actions: A family systems framework for family-centered AAC early-intervention services. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
\nMandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
\nMcNaughton, D., & Beukelman, D. (2010). Transition strategies for adolescents and young adults who use AAC. Baltimore, MD: Paul H. Brooks.
\nMinuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289-302.
\nMinuchin, P. (1988). Relationships within the family: A systems perspective on development. In Hinde, R.A. & Stevenson-Hinde, J. (Eds.), Relationships within families: Mutual influences (p. 7-26). Oxford: Clarendon.
\nRosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
","userID":25396,"timestamp":"2017-12-22T19:15:48.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2013,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"}],"UserTypeLookups":[{"userTypeLookupID":124072,"userID":25396,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":124073,"userID":25396,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":25396,"userName":"Jessica Gormley","email":"jessica.gormley@unmc.edu","photo":"/Uploads/photo_25396.jpg","firstName":"Jessica","lastName":"Gormley","city":"State College","stateID":"PA","bio":" My research focus is on the use of augmentative and alternative communication strategies within the inpatient rehabilitation setting. I have been a Speech-Language Pathologist for six years with experience working with individuals across the lifespan with complex communication needs in inpatient rehabilitation, skilled nursing and assisted living facilities, as well as early intervention settings. I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . ","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683"},{"starID":5871,"postID":10683,"userID":25396,"timestamp":"2017-08-04T23:09:07.013"}],"UserTypeLookups":[{"userTypeLookupID":124072,"userID":25396,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":124073,"userID":25396,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":301,"collectionID":136,"postID":11896,"quote":"This post provides free resources for clinicians and families to support the communication needs of children who benefit from AAC supports in inpatient medical settings.","Post":{"postID":11896,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
\nAccording to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
\nAs Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
\nIn a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
\n“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\n\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
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I have also participated in multiple trips to Haiti serving on an interdisciplinary team to start classrooms for children with special needs . 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","lastLogin":"2017-01-28T16:42:00.883","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Pennsylvania State University","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:07:40.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5773,"postID":8621,"userID":25396,"timestamp":"2017-01-30T21:55:09.683","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
This post kicks off the collection and addresses these basic questions: How do you find AAC research? How do you organize and manage AAC research that you do find?
We hope you can find, take in, and organize research in AAC whether you are a person with complex communication needs, a family member, an educator, or even an AAC researcher.
For searching for AAC research, Google Scholar is a fantastic resource. Here are some search tips for using Scholar.
Great, now that you have found some AAC research, how will you organize and keep track of it? Have you heard of Zotero? \"Zotero is a free, open-source research tool that helps you collect, organize, and analyze research and share it in a variety of ways.
Here is a quick <4 minute video overview of how to use Google Scholar and Zotero to find and organize research: what is zotero.
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My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing
services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the resent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources
areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media
outlets depicting the horrific aftermath of the 2010 earthquake in its capital
city of Port-au-Prince. I viewed countless news stories and pleas for
assistance and wondered: how can I, as a speech-language pathologist help?
Little did I know that in 2014, I would discover how I can serve individuals
who experience CCN in Port-au-Prince. My life was radically changed and many of
my viewpoints shifted as I witnessed the effects of extreme poverty on
individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a
non-profit organization called International Therapy Outreach, Inc. that
routinely sends interdisciplinary teams of professionals from the United States
to start classrooms for children with disabilities in Port-au-Prince and
surrounding areas. Many of these new classrooms are in
displaced persons’ communities otherwise referred to by locals as “tent cities.”
These communities are called “tent cities” as many of the housing structures
are made from tent materials provided by the early relief efforts from the
2010. The majority of families living in these communities earn income below
the international poverty line.
Typically, seven to
fourteen children with some form of disability attend each classroom. Children’s ages range from two to
twenty-eight years in these programs. I worked as an SLP within the team to
provide training to the teachers and community members to support the
communication skills of the children with a variety of disabilities. Many of
these children had never participated in a classroom setting, were stigmatized within
their community due to their disability, and were living in extreme poverty
with limited access to clean water, nutrition, and medical care. During these
trips, I witnessed enormous need resulting from extreme poverty as well as the
extraordinary power of collaboration and community that arose despite overwhelming
adversity.
AAC
Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series
of AAC practice recommendations for providing services to individuals with CCN,
their family members, and communication partners.
References:
Battle, D.E.
(2012). Communication disorders in a multicultural and global society. In
Battle, D.E. (Ed.), Communication disorders in multicultural and
international populations (4th Ed.) (pp. 2-19). St. Louis:
Elsevier Mosby.
Danquah, L.,
Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien,
P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and
inequality in access in services. Disability
and Rehabilitation, 37, 1082-1089. doi:
10.3109/09638288.2014. 956186
Light, J. &
McNaughton, D. (2014). Communicative competence for individuals who require
augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and
Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A.
(2015). Evaluating an AAC training for
special education teachers based in a low-resource context. (Doctoral
Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah,
N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka:
A snapshot of three provinces. Disability
Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., &
Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural
perspective (2ns Ed.) (pp. 379-404). Thousand
Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated
systemic social change. New York, NY: Springer Science & Business Media.
United Nations
Children’s Fund. (2016). The state of the
world’s children 2016: A fair chance for every child. Retrieved on 2
December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health
Organization and The World Bank. (2011). World
Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister,
L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of
the world report on disability for responding to communication disability in
under-served populations. International
Journal of Speech-Language Pathology, 15, 1-13. doi:
10.3109/17549507.2012.745164
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:02.447","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9766,"title":"Introduction to Providing AAC Services to Individuals Who Experience Extreme Poverty","body":"Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:23.573","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1596,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":221,"collectionID":112,"postID":9766,"quote":"This post provides a brief overview about poverty experienced by many individuals with disabilities who live in low- and -middle-income nations. It also provides a quick introduction to my experiences providing services in Haiti. "}]},{"postID":9768,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:23.93","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9769,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:32.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5834,"postID":9769,"userID":2016,"timestamp":"2017-05-11T00:33:14.013"}],"PostCollectionItems":[{"collectionItemID":223,"collectionID":112,"postID":9769,"quote":"Use of a cultural humility approach can be essential to fostering collaborative, sensitive, and meaningful AAC services in low-resource areas. This post provides a brief discussion about the basics of cultural humility."}]},{"postID":9771,"title":"Considerations for AAC Services In Low-Resource Areas: (1) Impact of Poverty on the Family (2) Access to Goods and Services","body":"In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas were many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas were many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
Connect
families to other professionals, organizations, and community members that can
assist to increase consistent access to health care, clean water, nutrition, etc.;
creatively utilize inexpensive low-tech aided AAC materials (e.g., construction
paper, pencils for hand-drawing, and clear tape) to create individualized and
appropriate communication systems
In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas where many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
","userID":25396,"timestamp":"2017-05-12T02:01:09.547","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9774,"title":"AAC Services in Low-Resource Areas: Impact of Poverty on the Family and Access to Goods and Services","body":"In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas where many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
","userID":25396,"timestamp":"2017-05-12T02:01:15.483","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1960,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":224,"collectionID":112,"postID":9774,"quote":"This is first in a series of posts about considerations for providing AAC services in low-resource areas."}]},{"postID":9775,"title":"Fostering Team and Community Collaboration in Low-Resource Areas","body":"This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following four topics:
1. fostering team and community collaboration,
2. investigating the strengths, needs, and goals of all stakeholders,
3. providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and
4. sustainable AAC practices,
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti: During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were among main team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. These individuals were integral to identifying families who had a family member with a disability and inviting them to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities. Many individuals in Haiti believe that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gathering causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities area valued, and seeking to optimize their daily function.
Although the pastors and teachers were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and therapy and medical teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, classroom supplies could be purchased and an interdisciplinary team could complete visits to complete teacher trainings and individual consults for children with complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following topics: fostering team and community collaboration, investigating the strengths, needs, and goals of all stakeholders, providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and sustainable AAC practices.
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti:
During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were key team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. Pastors were integral to identifying families who had a child with a disability and inviting these children to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities which was, at times, counter-cultural to their communities. Many individuals in the communities we served believed that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gatherings causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities are valued, and seeking to optimize these children's community participation.
Although the pastors were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, teachers were hired, classroom supplies could be purchased, and an interdisciplinary team could visit to complete teacher trainings and individual consultations with children who experienced complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
References:
Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: supporting children & adults with complex communication needs. Paul H. Brookes Publishing Co.: Baltimore,
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Crowley, C., Baigorri, M., Ntim, C., Bukari, B., Oseibagyina, A., Litcher, E., Paintsil, A., Ampomah, O.W., & Laing, A. (2013). Collaborations to address barriers for people with communication disabilities in Ghana: Considering the World Report on Disability. International Journal of Speech-Language Pathology, 15, 53-57.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-12T20:43:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":225,"collectionID":112,"postID":9776,"quote":"This post explores a key element to providing AAC services in low-resource areas: fostering teamwork and collaborations in the community."}]},{"postID":9777,"title":"Investigating Strengths, Needs, and Goals in Low-Resource Areas","body":"This post continues to explore key topics related to providing augmentative and alternative (AAC) services within low-resource areas.
Once the impact of poverty is assessed and team collaborations are formed, it is essential that clinicians investigate the strengths, needs, and goals of all stakeholders. Once this information is obtained it can be integrated with evidence-based practice to implement meaningful and culturally sensitive instruction to children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
An important start to developing culturally meaningful AAC interventions is the investigation of the strengths, needs, and goals of all stakeholders.
In recent online focus groups, Muttiah, McNaughton, and Drager (2016) found that professionals who have experience providing services in low- and middle-income nations place an emphasis on learning stakeholders' \"knowledge, perspectives, and needs\" (p. 5) prior to implementing AAC instruction. To do so, it is recommended that speech-language pathologists (SLPs) intentionally learn, identify, and openly acknowledge the strengths and supports available to children with CCN and their communication partners. Often, SLPs and related professionals tend focus on deficits experienced by children with CCN instead of their strengths and skills (Light & McNaughton, 2015). However, when professionals use an asset-based approach to consider the child's and family's strengths and supports, it may increase stakeholders' engagement in sustainable communication practices (Alant, 2005) and may also maximize long-term communication outcomes of children with CCN (Light & McNaughton, 2015).
Muttiah and colleagues (2016) report that to better understand the perspectives, experiences, and needs of stakeholders, a needs assessment can be completed. Furthermore, observing individuals with CCN and their partners interact in natural contexts and routines may provide rich information about current strengths, barriers, and needs (Muttiah et al., 2016). This might be a challenge if professionals are providing services within a short-term volunteer trip; however, observation can be a powerful tool to assess the meaningfulness and appropriateness of interventions. Time taken to observe natural patterns in communication is well worth the time investment.
Case Example:
On each trip to visit the Haitian classrooms, the American educators met all of the teachers who worked in the classrooms to provide in trainings and learn more about the specific classrooms. Each teacher was a native speaker of Haitian Creole so an interpreter was used to facilitate interactions in both Haitian Creole and English. During these meetings, teachers would state that they needed additional classroom supplies such as chalkboards, chalk, and paper to more effectively engage with their students. When meeting the students for the first time, team members took time to observe the teachers and many parents interact with the child during play. We would also observe if and how the children would play with each other. I took note of supports and barriers to communication in each of these scenarios and began to develop techniques that could be easily implemented for future training opportunities.
The classroom teachers reported that many of the students in their classes had limited to no functional speech. However, when I asked the teachers \"what are other ways that the children communicate if they cannot talk?\", I was met with puzzled facial expressions and responses such as \"they do not know how to communicate, they do not talk\". This created a fantastic opportunity to explore the variety of unaided AAC techniques these children and teachers were already engaging in (e.g., smiling to indicate \"that was fun\", reaching to indicate \"I want that\") as a springboard to introduce new unaided and aided AAC strategies (e.g., offering choices to between objects, use of eye pointing, shared storyreading techniques). Once the teachers were able to verbalize and demonstrate basic AAC techniques, I began to train specific techniques that could be implemented with each child with CCN.
Although the classrooms did not have an abundance of physical resources and many of the children were unable to speak to interact with their peers, they possessed incredible strengths of collaboration and selflessness. If it had not been for taking the time to mindfully observe the children, parents, and teachers interact, I may have not have fully acknowledged these strengths. During short periods of observations, I witnessed parents and pastors watching with joy as the students with disabilities played together for the first time. Adolescents who were nonverbal and had never attended school until that week imeediately took a leading role caring for younger students. These older students would play with the young children, show them how to play with toys, make them giggle, and alert the teachers through gestures if the young students needed help. It was wonderful to see these older students engage in a valued role in the classroom and use this as a starting point for expanding their communication skills.
References
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Light, J., & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31, 85-96.
Muttiah, N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-13T00:57:15.447","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":226,"collectionID":112,"postID":9777,"quote":"Another key to providing AAC services in low-resource areas is thoroughly investigating the strengths, needs, and goals of each individual"}]},{"postID":9778,"title":"Sustainable AAC Practices in Low-Resource Areas","body":"This is the final post of the current collection exploring augmentative and alternative (AAC) services in low-resource areas.
Once the impact of poverty is assessed, team collaborations are formed, and the strengths, needs, and goals of all stakeholders are assessed, it is time to implement sustainable AAC instruction and intervention! It is vital to integrate the knowledge obtained above with evidence-based practices to implement culturally meaningful intervention with children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
AAC Instruction in Low-Resource Areas:
Regardless of setting, many families and professional possess limited awareness that AAC strategies can optimize communication effectiveness (Light & McNaughton, 2012). If these individuals are unaware that AAC techniques have the potential to improve communication function, they may be reluctant to participate in activities that train AAC strategy use (Kent-Walsh & McNaughton, 2005). Many students with CCN in low-resource nations may never have attended schools let alone participated in speech therapy before. It is essential that SLPs allow families times to acclimate to interacting with professionals, if for the first time. Furthermore, SLPs should also address the basic principles of communication, AAC options, and demonstrate the power of communication strategies to ensure commitment to long-term use of AAC strategies (Muttiah, McNaughton, & Drager, 2016). As in any instructional program, commitment is an integral first step in the learning process (Kent-Walsh & McNaughton, 2005).
Muttiah and colleagues (2016) found that AAC experts who provide services in low- and middle-income nations report that focusing on foundational AAC principles (e.g., use of multiple modalities) and integrating AAC into daily routines (e.g., using communication boards in a religious activity such as singing or praying) can be a key to success. The International Classification of Functioning, Disability and Health: Children & Youth Version (ICF-CY; World Health Organization, 2007) can also be a resource to assist SLPs in making decisions to select intervention areas to maximize a child's community participation while considering impact of culture and current level of function (Fannin, 2016).
Sustainability:
When SLPs from high-resource nations participate in short-term service trips, it is important to remember that they will be present for a minute portion of a child's daily life. This fact should not necessarily lead to discouragement but, instead, a solemn reminder about the necessity of efficient, high-quality AAC services for long-term positive impact on the lives of children who have CCN. McConkey (2005, p. 148) recommends that SLPs should intentionally select AAC interventions that are essential, feasible, and meaningful in low-resource settings instead of \"striving to emulate what happens elsewhere\" (i.e., high-resource nations). This is not to claim that AAC specialists should have lower standards of care, lower expectations for individuals, or try less in these low-resource settings. Instead, SLPs should be realistically evaluate what can be accomplished in the allotted amount of time, identify powerful interventions to maximize intervention and instruction time, and use an assets-based approach (Alant, 2005) to deliver high-quality, efficient services.
Partner Instruction: High-quality AAC partner training consists of obtaining a partner's commitment to learning AAC strategies, strategy demonstration and explicit instruction by the SLP, and multiple opportunities for the partner to practice the strategy in real-world settings given a gradual fading of feedback and training supports by the SLP (Kent-Walsh & McNaughton, 2005). When time is of the essence, it is essential that partners are able to quickly practice newly trained AAC strategies (e.g., providing aided AAC modeling, using shared storybook reading strategies) in natural settings to have opportunities to receive feedback from SLPs to boost confidence and long-term implementation. These key communication partners may be selected as future trainers of AAC strategies once SLPs are no longer available (e.g., Bornman, Alant, & Lloyd, 2007) and to do so effectively,must be confident in this role.
Social Validation: Throughout the intervention process, use of social validation procedures with all stakeholders in the communication process can be critical to evaluation of the meaningfulness, relevance, and usefulness of the AAC instruction used (Light & Binger, 1998). Recall in the discussion of cultural humility that professionals are encouraged to maintain openness to the opinions and perspectives of others. When stakeholders, including families and individuals with CCN, are able to provide feedback to professionals, AAC instruction, systems, and techniques can be changed to better suit the unique needs of a community and make future AAC interventions more efficient.
Case Example:
On the short-term trips to set up classrooms in Haiti, the American team was able to provide services for a maximum of one week. The major focus of the trips were to provide training opportunities for the teacher so that she can be empowered to confidently run her classroom and incorporate basic communication, positioning, and learning strategies. I have found that parents and teachers quickly observe the successes of therapy when observing our physical and occupational therapists provide mobility and positioning devices to children who have significant motor and communication challenges. Although this may seem unrelated to communication, it helped demonstrate to communication partners the power of therapy on helping a child better participate in the classroom. Seeing successes helped to foster a spirit of commitment to learning additional strategies (e.g., AAC techniques).
Once they were able to observe children with significant needs become active participants in the classroom, I could better engage with teachers about specific AAC techniques that could further optimize participation in class activities. For example, when in a group training, I created challenges for the teachers to think of a student in their classroom who could not speak and brainstorm at least one way the student uses to communicate without using words (e.g., eye pointing, smiling, crying). In the classroom context, I worked directly with a teacher to use \"think alouds\" to describe the current communication attempts of a child and then describe techniques to expand the child's current communication skills. Many of the techniques discussed were seemingly basic; however, it allowed the teacher to quickly implement strategies (e.g., use of expectant delay, offering additional communication opportunities to children with CCN), create materials (e.g., draw pictures, create name and word cards), and integrate these within natural and culturally appropriate activities of her choice (e.g., group singing activities).
References:
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Fannin, D.K. (2016). The intersection of culture and ICF-CY personal and environmental factors for alternative and augmentative communication. SIG 12 Perspectives on Augmentative and Alternative Communication, 1, 63-82.
Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21 195-204.
Light, J.C., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes Publishing Company, Inc.
Light, J., &McNaughton, D. (2012). The changing face of augmentative and alternative communication: Past, present, and future challenges. Augmentative and Alternative Communication, 28, 197-204.
McConkey, R. (2005). Service delivery in low-income countries. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 131-154). Philadelphia, PA: Whurr Publishers Ltd.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
World Health Organization. (WHO Workgroup for development of version of ICF for Children & Youth). (2007). International Classification of Functioning, Disability and Health Children and Youth Version (ICF-CY). Geneva: WHO.
","userID":25396,"timestamp":"2017-05-13T03:38:25.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2330,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":227,"collectionID":112,"postID":9778,"quote":"This is the final post of this collection and highlights the importance of sustainable AAC practices in low-resource areas."}]},{"postID":11853,"title":"AAC Services for Children in Inpatient Medical Settings","body":"Many children with severe communication disabilities rely on alternative and augmentative communication (AAC) strategies (i.e., any method of communication other than oral speech) to communicate with health care personnel during inpatient hospital stays. However, frequent communication breakdowns with staff and limited access to communication supports place these children at increased risk for negative experiences and poor health outcomes (Blackstone, Beukelman, & Yorkston, 2015; Zubow & Hurtig, 2013). Individuals with complex communication needs are at three times more risk of experiencing preventable adverse medical events when in the hospital (Bartlett, 2008). Examples of such events range from adverse medication reactions, patient falls, and pressure ulcers (Hurtig & Alper, 2016).
During a recent investigation, Zubow and Hurtig (2013) reported that a third of conscious adults and children in intensive care units at a large tertiary health care system (a) were unable to access a nurse call system to request assistance and (b) could not speak due to mechanical intubation. The authors only included individuals who were AAC or assistive technology (AT) candidates for the first time. Patients who required AAC support prior to the inpatient stay and individuals who sustained a recent stroke or traumatic brain injury were excluded (Zubow & Hurtig, 2013). Therefore, it is reasonable to infer that one third represents a low estimate of all individuals who experience severe communication challenges in the hospital setting.
In addition to limited access to AAC/AT tools in the hospital, time constraints and limited staff communicative competence also have been identified as barriers to supporting the communication needs and participation of children with complex communication needs and their families in hospitals (Gormley & Light, 2017; Hemsley & Balandin, 2014). In a recent online focus group of speech-language pathologists (SLPs) who provided services within inpatient rehabilitation facilities, participants reported that time constraints limited the quality and quantity of services addressing communication needs (Gormley & Light, 2017). Examples included short lengths of hospital stays for patients, high productivity expectations for providers, and limited time for providers to program, trial, and customize AAC systems (Gormley & Light, 2017). Further complicating the situation, many health care professionals, including SLPs who are often regarded as “leaders” of AAC teams, report minimal training in pre-service AAC training (Burns et al., 2017; Costigan & Light, 2010) and/or in-service AAC training (Gormley & Light, 2017).
Family-Centered AAC Services to Improve Child and Family Outcomes in Medical Settings
Pediatric hospitals are mandated to provide services that meet the unique needs of all patients, including those with a severe communication disability (Commission of Accreditation of Rehabilitation Facilities, 2016; The Joint Commission, 2010). To achieve this mandate, pediatric hospitals should incorporate best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010). Family-centered services are comprised of a set of attitudes that assume (a) parents are experts of their children and desire the best for their children, (b) each family is unique, and (c) optimal child and family functioning occurs within a supportive community context (King et al., 2004a). These assumptions translate to practice when professionals consider families’ strengths and needs, treat families with dignity and respect, provide information to families to allow for informed decisions about their child’s care, and partner with families to share decision-making power (King et al., 2004; King, King, & Rosenbaum, 2004; Dunst, 2002). Unfortunately, these assumptions may not consistently be implemented in practice (King, Williams, & Goldberg, 2017). As King, and colleagues (2017, p.2) aptly stated, “despite widespread endorsement of family-centered care, the needs of parents of children with disabilities can be overshadowed by a focus on direct services for the child.”
In health care settings, such as pediatric hospitals, past investigations suggest that implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). To promote implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. This framework as well as general practice suggestions for AAC providers in medical settings can be found in the next post of this collection.
AAC Supports and Resources within Inpatient Medical Settings
Despite the many barriers to implementing AAC services, a growing body of research suggests that use of AAC supports can improve the experiences of children with complex communication needs and their families in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be a frightening for an individual of any age; however, “children are not small adults” (Costello et al., 2015, p. 190) and they experience stress differently than adults. As such, children can benefit from (a) health care providers who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015) and (b) access to communication supports that aid in both comprehension and expression of these developmentally appropriate concepts.
Gaynard and colleagues (1990) recommended that, to reduce child stress in hospital settings, health care providers should use strategies to support (a) the child’s sense of control and (b) the child’s developmentally-appropriate and active participation in daily care. Offering high- or low-tech AAC supports to children with complex communication needs within the hospital setting may be one way to increase the child’s sense of control and age-appropriate, active participation in their stay by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures (Costello, Patak, & Pritchard, 2010). The final post of this collection outlines recommendations and available AAC resources that can be used to support children with complex communication needs, their families, and health care providers within the inpatient environment.
References:
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., & MacGibbon, B. (2008). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. Canadian Medical Association Journal, 179, 1555-1562.
Blackstone, S.W., Beukelman, D.R., & Yorkston, K.M. (eds.). (2015). Patient-provider communication: Roles for speech-language pathologists and other health care professionals. San Diego, CA: Plural Publishing Inc.
Burns, M., Baylor, C., & Yorkston, K. (2017). Patient-provider communication training for dysarthria: Lessons learned from student trainees. Seminars in Speech & Language Disorders, 38, 229-238.
Commission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Costigan, A., & Light, J. (2010). Effect of Seated Position on Upper-Extremity Access to Augmentative Communication for Children With Cerebral Palsy: Preliminary Investigation. American Journal of Occupational Therapy, 64, 596–604.
Cox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
Dunst, C. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36, 141-149.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
Hurtig, R.R., & Alper, R.M. (2016, November). The impact of communication barriers on adverse events in hospitalized patients. Paper presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
The Joint Commission. (2010). Advancing effective communication, cultural competence, and
patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/... RoadmapforHospitalsfinalversion 727.pdf
King, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
King, S., King, G., & Rosenbaum, P. (2004). Evaluating health service delivery to children with chronic conditions and their families: Development of a refined measure of processes of care (MPOC-20). Children’s Health Care, 33, 35-57.
King, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
King, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
King, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
Zubow, L., & Hurtig, R. (2013). A demographic study of AAC/AT needs in hospitalized patients. Perspectives in AAC, 22, 79-90.
","userID":25396,"timestamp":"2017-12-19T22:48:56.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4505,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":297,"collectionID":112,"postID":11853,"quote":"This is the first of a series of posts introducing barriers and supports to providing AAC services to children with complex communication needs within inpatient medical settings"},{"collectionItemID":298,"collectionID":136,"postID":11853,"quote":"This is the first post in a series discussing the barriers and supports to AAC services for children in inpatient medical settings. "}]},{"postID":11866,"title":"Family-Centered AAC Services in Inpatient Medical Settings","body":"As mentioned in the previous post (https://communicationmatrix.org/Community/Posts/Content/11853), pediatric hospitals are mandated by a variety of accrediting organizations to deliver services that meet the unique communication needs of all patients; thus, clinicians are implored to use the best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010).
\nFamily-Centered AAC Services
\nPractitioners who implement family-centered services assume that (a) parents are experts of their children. (b) parents seek the best for their children, (c) each family is unique, and (d) optimal child outcomes emerge within a supportive community context (King et al., 2004). When these assumptions are upheld, practitioners can then deliver the core principles of family-centered services outlined in King and colleagues (2004):
\nIn pediatric health care settings, implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). In a variety of settings, these services are also linked to increased perceptions of family self-efficacy, increased family empowerment, and improved child behavior and functional outcomes (Dunst, Trivette, & Hamby, 2007). Unfortunately, these practices may not be consistently implemented in pediatric rehabilitation (King, Williams, & Goldberg, 2017) or in AAC service delivery (e.g., Mandak & Light, 2017). Often, a child-focused approach or clinician-directed approach to services are implemented with the needs of the family “overshadowed” (King et al., 2017).
\n
Family-Centered AAC Tools and Clinical Practice Suggestions:
\nTo promote the implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. Within this article, practitioners can learn more about family-centered services as well as AAC assessment and intervention tools that support family-centered clinical practices. A streamlined view of these principles, tools, and clinical practices can be found by clicking the following link: http://aac.psu.edu/wp-content/uploads/2016/11/ASHA2016_FamilySystemsFramework_MandakONeillLight.pdf.
\nFor up-to-date research alerts in the area of family-centered AAC research, feel free to check out the “Family-Centered AAC Research” facebook page at https://www.facebook.com/familycenteredAAC/
\n
Family-Centered AAC Services in Inpatient Medical Settings:
\nThe Family System and Inpatient Medical Settings:
\nTo deliver effective family-centered services and evaluate communication effectiveness within a healthcare environment, one must first recognize the child as a single element within a broader family context. As such, family systems theorists propose wholism, or the concept that the family can only be fully understood when viewed as a “complex, integrated whole” (Minuchin, 1988, p.8). When any element of the family is considered out of its context (e.g., focusing solely on a child’s communication with a health care provider without simultaneously considering the parent’s role in the communication process) an “incomplete picture” that cannot give adequate information for care may result (Minuchin, 1985). Furthermore, due to the complexity and interconnected nature of the family system, interdependence, or the inextricable link of family members within the broad family system (Minuchin, 1985), suggests that a change experienced by one family member reverberates throughout the entire system and subsequently affects all members (Minuchin, 1985).
\nWithin a family system, individuals are affected by the dynamic interplay of personal relationships, or subsystems (e.g., child-parent; Minuchin, 1985). Within each subsystem, interactional patterns among family members which form bidirectional feedback loops of behaviors emerge during communicative exchanges over time. (Minuchin, 1985). However, Minuchin (1985) also indicated that identification of such communicative patterns may be a helpful first step in a therapeutic setting to serve as a “point of entry” for future intervention.
\nClinical Example: A young child who recently sustained a traumatic brain injury and is no longer is able to communicate using speech may vocalize “ba ba” to indicate he needs to use the bathroom. However, his mother does not understand this vocalization and instead offers the child a ball. The child then starts screaming in frustration and hits the ball which, in turn, the mother yells “Why can’t you just talk! I don’t know what you want!” In future interactions, this pattern of negative verbalizations and challenging behavior may continually emerge when the pair experiences communication breakdowns. A speech-language pathologist may recognize the negative communicative pattern emerging between the young child and his mother and offer the child an AAC system comprised of pictures of items within the room, including “bathroom.” Now the child can point to the picture when he says “ba ba” and the mother can recognize this communicative act as a request to use the bathroom, thus breaking the cycle and improving the communicative exchange.
\nWhen considering a child’s participation within the rehabilitation experience, service providers and researchers alike must move towards better understanding the factors within health care that affect the entire family unit and not solely focus on the child. Just as the child is a single element within a complex family system; a family is a single element that is embedded within a set of larger systems such as a health care or education system (Bronfenbrenner, 1979). Factors such as social policies governing relational networks (e.g., hospital staffing) and socio-cultural beliefs also drastically affect individuals in the family system and health care system (Bronfenbrenner & Ceci, 1994). A child must be considered within this broad, complex, interconnected, and dynamic context (Bronfenbrenner & Ceci, 1994), first starting with the family system and extending to the larger health care context (Minuchian, 1985; King et al., 2004).
For a brief outline of a variety of systemic factors affecting the delivery of services to individuals with complex communication needs in the inpatient rehabilitation setting, check out: https://rerc-aac.psu.edu/wp-content/uploads/2017/11/Gormley_Online-Focus-Group-AAC-and-Inpatient-Rehab_ASHA2017_.pdf
Parents as “Interpreters”
\nAlthough, the relational dynamics among all involved parties – children, families, and providers – critically impact the rehabilitation experience as well as family and child outcomes (Dunst, Trivette, & Hamby, 2007; King et al., 2017), these dynamics are not well understood when a child with complex communication needs is involved (Hemsley & Balandin, 2014). However, qualitative evidence has emerged that parents often serve as “interpreters” of their child’s communicative acts in the hospital setting when the child has a severe communication disability (e.g., Hemsley, Kuek, Bastock, Scarinci, & Davidson, 2013). When parents assume this role in the hospital setting, they can support health care providers to more effectively and efficiently communicate with the child.
\nClinical Example: When a nurse is attempting to feed a two-year-old girl with cerebral palsy, the girl’s mother may educate the nurse that when her daughter vocalizes, looks away, and extends her arm forward, this is a signal for “stop.” With this new knowledge, the nurse can pause before placing additional food into the child’s mouth and reduce the child’s discomfort during feeding. In this example, the nurse including the mother in the feeding session, acknowledging the child’s mother as an expert of the child, and respecting the child’s nonverbal communicative act is a demonstration of a family-centered AAC service (Mandak, O’Neill, Light, & Fosco, 2017).
\nKey Research Findings:
Recommendations:
\nReferences:
Beukelman, D., & Ray., P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation: An Interdisciplinary Approach, 3, 279-288
Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press
Bronfenbrenner, U., & Ceci, S. (1994). Nature-nurture reconceptualized: a bioecological model.Psychological Review, 101, 568-586.
\nCommission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation: Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
\nCox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
\nCress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in language disorders, 24, 51-61.
\nDunst, C.J., Trivette, C.M., & Hamby, D.W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13. 370-378.
\nGormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
\nHemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
\nHemsley, B., Kuek, M., Bastock, K., Scarinci, N., & Davidson, B. (2013). Parents and children with cerebral palsy discuss communication needs in hospital. Developmental Rehabilitation, 16, 363-374.
\nThe Joint Commission. (2010). Advancing effective communication, cultural competence, and patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/ RoadmapforHospitalsfinalversion 727.pdf
\nKing, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
\nKing, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
\nKing, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
\nKing, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
\nMandak, K., & Light, J. (2017). Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. Journal of Autism and Developmental Disorders. Advanced Online Publication.
\nMandak, K., O’Neill, T., Light, J. (2016, November). Bridging the gap from values to actions: A family systems framework for family-centered AAC early-intervention services. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
\nMandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
\nMcNaughton, D., & Beukelman, D. (2010). Transition strategies for adolescents and young adults who use AAC. Baltimore, MD: Paul H. Brooks.
\nMinuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289-302.
\nMinuchin, P. (1988). Relationships within the family: A systems perspective on development. In Hinde, R.A. & Stevenson-Hinde, J. (Eds.), Relationships within families: Mutual influences (p. 7-26). Oxford: Clarendon.
\nRosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
","userID":25396,"timestamp":"2017-12-22T19:15:48.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2013,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":299,"collectionID":112,"postID":11866,"quote":"This post outlines a brief explanation of family-centered services as applied to AAC and the inpatient medical setting as well as clinical examples and recommendations for this setting."},{"collectionItemID":300,"collectionID":136,"postID":11866,"quote":"The post outlines family-centered AAC services and its application to the inpatient medical setting. Clinical recommendations and examples are also provided."}]},{"postID":11895,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
According to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
As Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
In a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:25:20.863","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11896,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
\nAccording to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
\nAs Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
\nIn a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
\n“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\n\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:26:46.52","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4225,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":301,"collectionID":136,"postID":11896,"quote":"This post provides free resources for clinicians and families to support the communication needs of children who benefit from AAC supports in inpatient medical settings."}]}],"Posts1":[{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing
services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the resent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources
areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media
outlets depicting the horrific aftermath of the 2010 earthquake in its capital
city of Port-au-Prince. I viewed countless news stories and pleas for
assistance and wondered: how can I, as a speech-language pathologist help?
Little did I know that in 2014, I would discover how I can serve individuals
who experience CCN in Port-au-Prince. My life was radically changed and many of
my viewpoints shifted as I witnessed the effects of extreme poverty on
individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a
non-profit organization called International Therapy Outreach, Inc. that
routinely sends interdisciplinary teams of professionals from the United States
to start classrooms for children with disabilities in Port-au-Prince and
surrounding areas. Many of these new classrooms are in
displaced persons’ communities otherwise referred to by locals as “tent cities.”
These communities are called “tent cities” as many of the housing structures
are made from tent materials provided by the early relief efforts from the
2010. The majority of families living in these communities earn income below
the international poverty line.
Typically, seven to
fourteen children with some form of disability attend each classroom. Children’s ages range from two to
twenty-eight years in these programs. I worked as an SLP within the team to
provide training to the teachers and community members to support the
communication skills of the children with a variety of disabilities. Many of
these children had never participated in a classroom setting, were stigmatized within
their community due to their disability, and were living in extreme poverty
with limited access to clean water, nutrition, and medical care. During these
trips, I witnessed enormous need resulting from extreme poverty as well as the
extraordinary power of collaboration and community that arose despite overwhelming
adversity.
AAC
Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series
of AAC practice recommendations for providing services to individuals with CCN,
their family members, and communication partners.
References:
Battle, D.E.
(2012). Communication disorders in a multicultural and global society. In
Battle, D.E. (Ed.), Communication disorders in multicultural and
international populations (4th Ed.) (pp. 2-19). St. Louis:
Elsevier Mosby.
Danquah, L.,
Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien,
P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and
inequality in access in services. Disability
and Rehabilitation, 37, 1082-1089. doi:
10.3109/09638288.2014. 956186
Light, J. &
McNaughton, D. (2014). Communicative competence for individuals who require
augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and
Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A.
(2015). Evaluating an AAC training for
special education teachers based in a low-resource context. (Doctoral
Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah,
N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka:
A snapshot of three provinces. Disability
Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., &
Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural
perspective (2ns Ed.) (pp. 379-404). Thousand
Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated
systemic social change. New York, NY: Springer Science & Business Media.
United Nations
Children’s Fund. (2016). The state of the
world’s children 2016: A fair chance for every child. Retrieved on 2
December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health
Organization and The World Bank. (2011). World
Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister,
L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of
the world report on disability for responding to communication disability in
under-served populations. International
Journal of Speech-Language Pathology, 15, 1-13. doi:
10.3109/17549507.2012.745164
Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:02.447","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9766,"title":"Introduction to Providing AAC Services to Individuals Who Experience Extreme Poverty","body":"Providing AAC Services to Individuals Who Experience Extreme Poverty
In this collection, I will provide a series of considerations for AAC service delivery in areas of extreme poverty. Specific examples are provided from my experiences providing services to children with complex communication needs in Haiti; however, many of the principles can be applied to service provision in low-resource areas in the United States.
Introduction:
It is estimated that one billion people experience a disability such as a communication disability (World Health Organization, 2011). These individuals are at significant risk for living in poverty with decreased access to appropriate medication, educational, and rehabilitation services (World Health Organization, 2011; Battle, 2012). Approximately, two-thirds of the world’s poor live in low- and middle-income nations with many of these individuals living in extreme poverty below the international poverty live (Rank & Yadama, 2007). A family would be considered living under the international poverty line if their earnings amounted to less than $1.90 USD a day (UNICEF, 2016).
For many individuals with complex communication needs (CCN; i.e., individuals who use limited to no functional speech), use of augmentative and alternative (AAC) strategies can serve as powerful tools to achieve the basic freedoms of communication. However, many individuals with CCN have limited access to the services necessary to optimize communication skills and maximize community participation within low- and middle-income nations despite many AAC advances in high-income countries (Danquah et al., 2014; Light & McNaughton, 2014; World Health Organization & The World Bank, 2011; Wylie, McAllister, Davidson, & Marshall, 2013). Furthermore, in many low- and middle-income nations, the field of speech-language pathology and AAC is in its infancy with a limited number of trained professionals providing services (Muttiah, 2015; Muttiah, Drager, & O’Connor, 2016; Wylie et al., 2013).
Through the recent rise of technological advances, the world has become increasingly interconnected (Trask, 2010) and many opportunities exist for SLPs to travel to low resources areas to share their resources and skills. Many SLPs participate in volunteer service trips through non-profits or university programs. These collaborative efforts between professionals and communities from both high- and low-resource areas can enact powerful changes in the lives of individuals with CCN. However, professionals must be keenly aware of the needs of the individuals with CCN in low-resource areas.
My Experiences in Haiti:
My initial exposure to Haiti was through a variety of media outlets depicting the horrific aftermath of the 2010 earthquake in Haiti's capital city of Port-au-Prince. I viewed countless news stories and pleas for assistance and wondered: how can I, as a speech-language pathologist help? Little did I know that in 2014, I would discover how I can serve individuals who experience CCN in Port-au-Prince. My life was radically changed during these experiences and many of my viewpoints shifted as I witnessed the effects of extreme poverty on individuals with CCN in a low-resource nation such as Haiti.
My colleague, an occupational therapist, created a non-profit organization called International Therapy Outreach, Inc. that routinely sends interdisciplinary teams of professionals from the United States to start classrooms for children with disabilities in Port-au-Prince and surrounding areas. Many of these new classrooms are located in displaced persons’ communities otherwise referred to by locals as “tent cities.” These communities are called “tent cities” as many of the housing structures are made from tent materials provided by the early relief efforts from the 2010 earthquake. The majority of families living in these communities earn income below the international poverty line.
Typically, seven to fourteen children with some form of disability attend each classroom. Children’s ages range from two to twenty-eight years in these programs. I worked as an SLP within the team to provide training to the teachers and community members to support the communication skills of the children with a variety of disabilities. Many of these children had never participated in a classroom setting, were stigmatized within their community due to their disability, and were living in extreme poverty with limited access to clean water, nutrition, and medical care. During these trips, I witnessed enormous need resulting from extreme poverty as well as the extraordinary power of collaboration and community that arose despite overwhelming adversity.
AAC Practice Considerations for Service Delivery in Low-Resources Areas:
Throughout the next few posts, I will discuss a series of AAC practice recommendations for providing services to individuals with CCN, their family members, and communication partners who reside in low-resource areas.
References:
Battle, D.E. (2012). Communication disorders in a multicultural and global society. In Battle, D.E. (Ed.), Communication disorders in multicultural and international populations (4th Ed.) (pp. 2-19). St. Louis:Elsevier Mosby.
Danquah, L.,Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Light, J. & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of
communication? Augmentative and Alternative Communication, 30, 1-18. doi: 10.3109/07434618.2014.885080
Muttiah, N.A. (2015). Evaluating an AAC training for special education teachers based in a low-resource context. (Doctoral Dissertation, ProQuest). Retrieved from,
http://gradworks.umi.com/37/15/3715547.html
Muttiah, N., Drager, K.D.R., & O’Connor, L. (2016). Special education in Sri Lanka: A snapshot of three provinces. Disability Studies Quarterly, 36. doi: 10.18061/dsq.v36i2.4288
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Trask, B. (2010). Globalization and families: Accelerated systemic social change. New York, NY: Springer Science & Business Media.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/ index_91711.html
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
Wylie, K., McAllister, L., Davidson, B., & Marshall, J. (2013). Changing practice: implications of the world report on disability for responding to communication disability in under-served populations. International Journal of Speech-Language Pathology, 15, 1-13. doi:10.3109/17549507.2012.745164
","userID":25396,"timestamp":"2017-05-08T19:06:23.573","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1596,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":221,"collectionID":112,"postID":9766,"quote":"This post provides a brief overview about poverty experienced by many individuals with disabilities who live in low- and -middle-income nations. It also provides a quick introduction to my experiences providing services in Haiti. "}]},{"postID":9768,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:23.93","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9769,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:32.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5834,"postID":9769,"userID":2016,"timestamp":"2017-05-11T00:33:14.013"}],"PostCollectionItems":[{"collectionItemID":223,"collectionID":112,"postID":9769,"quote":"Use of a cultural humility approach can be essential to fostering collaborative, sensitive, and meaningful AAC services in low-resource areas. This post provides a brief discussion about the basics of cultural humility."}]},{"postID":9771,"title":"Considerations for AAC Services In Low-Resource Areas: (1) Impact of Poverty on the Family (2) Access to Goods and Services","body":"In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas were many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas were many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
Connect
families to other professionals, organizations, and community members that can
assist to increase consistent access to health care, clean water, nutrition, etc.;
creatively utilize inexpensive low-tech aided AAC materials (e.g., construction
paper, pencils for hand-drawing, and clear tape) to create individualized and
appropriate communication systems
In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas where many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
","userID":25396,"timestamp":"2017-05-12T02:01:09.547","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9774,"title":"AAC Services in Low-Resource Areas: Impact of Poverty on the Family and Access to Goods and Services","body":"In the next few posts, five considerations to providing AAC services within low-resource areas will be explored. This list can serve as a starting point of self-reflection and ongoing team discussion regarding providing AAC services in areas where many individuals and families experience extreme poverty. Case examples are provided following each topic from my recent experiences working on an interdisciplinary team in Port-au-Prince, Haiti with a non-profit organization International Therapy Outreach Teams, Inc.
1. Consider the Impact of Poverty on the Family and Access to Goods/Services: It is essential that professionals consider the broad context that a child, family, and community exist within when providing services (Bronfenbrenner, 1979). When professionals from high-resource nations (e.g., United States) such as speech-language pathologists (SLPs) -participate in service trips to low- or middle-resource nations, it is essential that these professionals learn about the history and culture of the communities they will be serving. Poverty may be a major influence on the daily lives of individuals with disabilities. Recent studies have observed a link between poverty and chronic stress that can negatively influence a child's language and cognitive development (Evans & Kim, 2013, Farah et al., 2006, Tomalski et al., 2013;). Poverty can also result in chronic stress experienced by parents (Conger & Donnellan, 2007).
Many individuals with complex communication needs (CCN) experience malnutrition, limited access to clean water, and inadequate shelter and sanitation (UNICEF, 2016). It is vital that these families are connected to resources and services to optimize health and education outcomes, improve quality of life, and meaningful participation in the community.
Furthermore, many individuals with CCN in low- and middle-income countries have limited access to medical, educational, and rehabilitation services (Emmett, 2005; Rank & Yadama, 2007; UNICEF, 2016; World Health Organization & The World Bank, 2011). These individuals may have never visited a physical or attended school, let alone worked with a professional to address a communication need. SLPs can provided education about the purposes and benefits of AAC services to inform families about communication options for children with CCN.
Once basic, life-sustaining needs are met, SLPs must also consider the availability of resources when recommending AAC strategies. While use of high-tech AAC systems may be of incredible benefit to individuals with CCN, in low-resource areas there may be no ongoing technical supports, no consistent electricity to charge devices, or programs available in the native language. Instead, SLPs may recommend low-tech strategies. Although computers, printers, copy machines, and laminators may be readily available in the United States, these items may not be feasible to use on a long-term bases in low-and middle-income nations. Instead, SLPs may use items more readily available in the community. For example, clear packing tape might be used to laminate hand drawn/written AAC systems and SLPs can teach communication partners how to use these items to individualize communication systems.
What can SLPs do to better understand the potential impact of poverty on the family, child, and community?
Learn about the history and culture of a specific community: In this global information age, there is an abundance of information available to learn about individual countries and communities. I would encourage, SLPs to become informed about the area they will serve prior to the start of service delivery. SLPs can search about poverty rates, literacy rates, employment rate, recent natural disasters, etc. to better understand the potential causes and/or effects of poverty on an area.
Learn about history and culture of the individual with disabilities and his/her family: Although, use of the strategy listed above may provide valuable input regarding the history and demographics of a nation or community, SLPs should always seek to learn about the unique history and culture of each child and family. At times, this can be a sensitive process. Recall the principles outlined in the previous post about cultural humility and seek to explore this challenging subject in a sensitive, self-aware, and open manner.
What can SLPs do to increase access to goods and services to children with complex communication needs in low-resource areas?
Learn about challenges that families face and make connections to local resources. When interacting with families who have children with CCN, it is important that SLPs learn about the families daily lives. If families indicate challenges accessing food, clean water, medical services, or educational services, SLPs can find out about local resources and make connections. Find out about local organizations and community members that can assist families to have consistent access to health care, clean water, nutrition, etc.
Case Example: Prior to my first service trip to Port-au-Prince, I knew very little about the history and current events of Haiti. I took some time to read about the history of Haiti and the devastating effects resulting from the 2010 earthquake. I learned that Haiti was the poorest country in the Americas (World Bank, 2016) with 54& of its population living below the international poverty of $1.90 USD a day between the years of 2009 and 2014 (UNICEF, 2016). Since 2010, many organizations have been providing ongoing efforts to provide relief and financial resources to communities throughout Haiti. Many medical and rehabilitation professionals have traveled to the country to provide medical services, prosthetic equipment, and physical therapy services; however, I did not come across many instances of SLPs providing services in Haiti. I also learned that the 2010 earthquake was the second highest cause of disability in Haiti, with one in six households in Port-au-Prince reporting a family member experiencing some form of disability (Danquah et al., 2014).
When I arrived at the classrooms, I was able to learn more about the communities and families the organization served through conversations facilitated by interpreters. Many of the families lived in the same temporary housing (i.e., tent) provided in the original earthquake relief efforts which became flooded during rainstorms. Many parents of children with disabilities were unemployed due to lack of job opportunities in the area and as a result went without food to ensure that their child was able to eat one meal a day. Furthermore, many of the families I met experienced limited access to clean water and were unable to pay for medical care for their children who experienced complex medical needs. Additionally, many of these families experienced isolation from the community due to stigmatization caused by having a child with a disability.
The organization I volunteered for was able to partner with local agencies and community members to ensure that these families and children with CCN were able to meet nutritional needs through monthly food supply packs, pay for basic medical care, and attend school free of charge. At one point, a young girl with cerebral palsy had an infected Stage 4 wound on her foot and the organization was able to help the family pay for the surgery and antibiotics to treat the infection. Often it was local pastors and community members who would take ownership of following up with families to ensure that each family's and child's needs were met.
For communication systems, I chose to train teachers how to create their own AAC strategies using available materials (i.e., packing tape, string, crayons, pencils, and paper). We used clear packing tape to make construction paper AAC boards more durable and teachers wrote words in Haitian Creole and drew pictures to represent language concepts in the classroom.
References:
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Conger, R.D., & Donnellan, M.B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199. doi: 10.1146/annurev.psych.58.110405.085551
Danquah, L., Polack, S., Brus, A., Mactaggart, I., Perrin-Houdon, C., Senia, P., Gallien, P., & Kuper, H. (2014). Disability in post-earthquake Haiti: Prevalence and inequality in access in services. Disability and Rehabilitation, 37, 1082-1089. doi:10.3109/09638288.2014. 956186
Emmett, T. (2005). Disability and poverty. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 68-94). Philadelphia, PA: Whurr Publishers Ltd.
Evans, G.W., & Kim, P. (2012). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7, 43-48.
Farah, M.J., Shera, D.M., Savage, J.H., Betabcourt, L., Giannetta, J.M., Brodsky, N.L., Malmund, E.L., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research,1110, 166-174.
Rank, M.R., & Yadama, (2007). In Ingoldsby, B.B., & Smith, S.D. (Eds.), Families in a global and multicultural perspective (2ns Ed.) (pp. 379-404). Thousand Oaks, CA: Sage Publications, Inc.
Tomalski, P., Moore, D.G., Ribeiro, H., Axelsson, E.L., Murphy, E., Karmiloff-Smith, A., Johnson, M.H., & Kushnerenko, E. (2013). Socioeconomic status and functional brain development - Associations in early infancy. Developmental Science, 16, 676-687.
United Nations Children’s Fund. (2016). The state of the world’s children 2016: A fair chance for every child. Retrieved on 2 December 2016 from https://www.unicef.org/publications/index_91711.ht...
World Bank. (2016). World Development Indicators 2016. Washington, DC: World Bank.
World Health Organization and The World Bank. (2011). World Report Disability. Geneva: World Health Organization.
","userID":25396,"timestamp":"2017-05-12T02:01:15.483","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1960,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":224,"collectionID":112,"postID":9774,"quote":"This is first in a series of posts about considerations for providing AAC services in low-resource areas."}]},{"postID":9775,"title":"Fostering Team and Community Collaboration in Low-Resource Areas","body":"This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following four topics:
1. fostering team and community collaboration,
2. investigating the strengths, needs, and goals of all stakeholders,
3. providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and
4. sustainable AAC practices,
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti: During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were among main team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. These individuals were integral to identifying families who had a family member with a disability and inviting them to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities. Many individuals in Haiti believe that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gathering causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities area valued, and seeking to optimize their daily function.
Although the pastors and teachers were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and therapy and medical teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, classroom supplies could be purchased and an interdisciplinary team could complete visits to complete teacher trainings and individual consults for children with complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
This post continues to explore topics related to AAC service delivery in low-resource areas. The first topic of understanding the impact of poverty on the child, family, and their access to goods and services can be found in the previous post. Additional practice considerations for AAC services in low-resource areas will be provided for each of the following topics: fostering team and community collaboration, investigating the strengths, needs, and goals of all stakeholders, providing culturally sensitive and meaningful instruction to individuals with CCN and their communication partners, and sustainable AAC practices.
As in the previous post, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
1. Fostering Team and Community Collaboration: Use of a team approach is the standard of care for providing augmentative and alternative communication (AAC) services (Beukelman & Mirenda, 2013) and, in low-resource areas, collaboration among team and community members is essential to improving outcomes for children with complex communication needs (CCN; limited speech function in daily activities). Although formalized education or rehabilitation services may be unavailable to individuals with CCN in low-resource areas, key community members (e.g., teachers, extended families, nurses) can be trained to provide ongoing communication supports (Bornman, Alant, &Lloyd, 2007; Crowley, et al., 2013; Muttiah, McNaughton, & Drager, 2016).
First, find out who from the child's life will be members of his/her educational and/or rehabilitation team. Then it will be essential to define the roles of each team member and goals of the team. It is important to be aware that teams come in all sizes, compositions, and levels of formality. While professionals in the United States may be familiar working within formalized teams with specific roles, in low- and middle-resources, teams may be less formal. It is important to clearly define roles and expectations of team members to ensure that each individual is working towards a common goal (e.g., optimizing the child's communication skills to meaningfully participate in the community).
For example, Bornman and colleagues (2007), provided in-service trainings about basic communication and AAC strategies to nurses in rural areas of South Africa. Nurses were the primary professionals who interacted with families of children with disabilities in these remote areas. Following the communication trainings, these vital communication partners demonstrated increased knowledge and skills in implementing communication strategies with beginning communicators where SLPs do not routinely provide services.
Case Example from Haiti:
During my experiences in Haiti, pastors, teachers, parents, and short-term educational teams were key team members. The leader of International Therapy Outreach Teams, Inc. maintained an ongoing collaboration with a network of community pastors. Pastors were integral to identifying families who had a child with a disability and inviting these children to participate in the classrooms. Many of these pastors, offered their churches as school facilities, sacrificed many of their own resources to meet the nutritional and medical needs of the students, and actively participated within the classrooms. These pastors were committed to including children with disabilities in their communities which was, at times, counter-cultural to their communities. Many individuals in the communities we served believed that a disability is the result of a supernatural cause and, sadly, many churches do not allow families of children with disabilities to participate in activities. Many families of children with CCN in the classrooms were routinely blamed for their child's disability and were ridiculed and excluded from participation in group gatherings causing isolation. It was amazing to see key community members reaching out to these families, providing a place where families and children with disabilities are valued, and seeking to optimize these children's community participation.
Although the pastors were extremely committed to meeting the needs of children with disabilities in the community, churches were unable to financially provide therapy and educational supports to meet the complex needs of their students; that is where the interdisciplinary teams from the United States could provide contributions. A partnership among communities in Haiti and teams from the United States was formed and each member played unique roles. Using financial contributions from the United States, teachers were hired, classroom supplies could be purchased, and an interdisciplinary team could visit to complete teacher trainings and individual consultations with children who experienced complex needs (e.g., create communication materials, provide mobility recommendations and equipment). With teamwork, each team member was working towards the common goal of maximizing the child's participation in the classroom and community.
References:
Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: supporting children & adults with complex communication needs. Paul H. Brookes Publishing Co.: Baltimore,
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Crowley, C., Baigorri, M., Ntim, C., Bukari, B., Oseibagyina, A., Litcher, E., Paintsil, A., Ampomah, O.W., & Laing, A. (2013). Collaborations to address barriers for people with communication disabilities in Ghana: Considering the World Report on Disability. International Journal of Speech-Language Pathology, 15, 53-57.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-12T20:43:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":225,"collectionID":112,"postID":9776,"quote":"This post explores a key element to providing AAC services in low-resource areas: fostering teamwork and collaborations in the community."}]},{"postID":9777,"title":"Investigating Strengths, Needs, and Goals in Low-Resource Areas","body":"This post continues to explore key topics related to providing augmentative and alternative (AAC) services within low-resource areas.
Once the impact of poverty is assessed and team collaborations are formed, it is essential that clinicians investigate the strengths, needs, and goals of all stakeholders. Once this information is obtained it can be integrated with evidence-based practice to implement meaningful and culturally sensitive instruction to children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
An important start to developing culturally meaningful AAC interventions is the investigation of the strengths, needs, and goals of all stakeholders.
In recent online focus groups, Muttiah, McNaughton, and Drager (2016) found that professionals who have experience providing services in low- and middle-income nations place an emphasis on learning stakeholders' \"knowledge, perspectives, and needs\" (p. 5) prior to implementing AAC instruction. To do so, it is recommended that speech-language pathologists (SLPs) intentionally learn, identify, and openly acknowledge the strengths and supports available to children with CCN and their communication partners. Often, SLPs and related professionals tend focus on deficits experienced by children with CCN instead of their strengths and skills (Light & McNaughton, 2015). However, when professionals use an asset-based approach to consider the child's and family's strengths and supports, it may increase stakeholders' engagement in sustainable communication practices (Alant, 2005) and may also maximize long-term communication outcomes of children with CCN (Light & McNaughton, 2015).
Muttiah and colleagues (2016) report that to better understand the perspectives, experiences, and needs of stakeholders, a needs assessment can be completed. Furthermore, observing individuals with CCN and their partners interact in natural contexts and routines may provide rich information about current strengths, barriers, and needs (Muttiah et al., 2016). This might be a challenge if professionals are providing services within a short-term volunteer trip; however, observation can be a powerful tool to assess the meaningfulness and appropriateness of interventions. Time taken to observe natural patterns in communication is well worth the time investment.
Case Example:
On each trip to visit the Haitian classrooms, the American educators met all of the teachers who worked in the classrooms to provide in trainings and learn more about the specific classrooms. Each teacher was a native speaker of Haitian Creole so an interpreter was used to facilitate interactions in both Haitian Creole and English. During these meetings, teachers would state that they needed additional classroom supplies such as chalkboards, chalk, and paper to more effectively engage with their students. When meeting the students for the first time, team members took time to observe the teachers and many parents interact with the child during play. We would also observe if and how the children would play with each other. I took note of supports and barriers to communication in each of these scenarios and began to develop techniques that could be easily implemented for future training opportunities.
The classroom teachers reported that many of the students in their classes had limited to no functional speech. However, when I asked the teachers \"what are other ways that the children communicate if they cannot talk?\", I was met with puzzled facial expressions and responses such as \"they do not know how to communicate, they do not talk\". This created a fantastic opportunity to explore the variety of unaided AAC techniques these children and teachers were already engaging in (e.g., smiling to indicate \"that was fun\", reaching to indicate \"I want that\") as a springboard to introduce new unaided and aided AAC strategies (e.g., offering choices to between objects, use of eye pointing, shared storyreading techniques). Once the teachers were able to verbalize and demonstrate basic AAC techniques, I began to train specific techniques that could be implemented with each child with CCN.
Although the classrooms did not have an abundance of physical resources and many of the children were unable to speak to interact with their peers, they possessed incredible strengths of collaboration and selflessness. If it had not been for taking the time to mindfully observe the children, parents, and teachers interact, I may have not have fully acknowledged these strengths. During short periods of observations, I witnessed parents and pastors watching with joy as the students with disabilities played together for the first time. Adolescents who were nonverbal and had never attended school until that week imeediately took a leading role caring for younger students. These older students would play with the young children, show them how to play with toys, make them giggle, and alert the teachers through gestures if the young students needed help. It was wonderful to see these older students engage in a valued role in the classroom and use this as a starting point for expanding their communication skills.
References
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Light, J., & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31, 85-96.
Muttiah, N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
","userID":25396,"timestamp":"2017-05-13T00:57:15.447","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":226,"collectionID":112,"postID":9777,"quote":"Another key to providing AAC services in low-resource areas is thoroughly investigating the strengths, needs, and goals of each individual"}]},{"postID":9778,"title":"Sustainable AAC Practices in Low-Resource Areas","body":"This is the final post of the current collection exploring augmentative and alternative (AAC) services in low-resource areas.
Once the impact of poverty is assessed, team collaborations are formed, and the strengths, needs, and goals of all stakeholders are assessed, it is time to implement sustainable AAC instruction and intervention! It is vital to integrate the knowledge obtained above with evidence-based practices to implement culturally meaningful intervention with children with complex communication needs (CCN) and their partners.
As in the previous posts, case examples will be provided to describe how these topics were addressed within an interdisciplinary team during service trips to Port-au-Prince Haiti.
AAC Instruction in Low-Resource Areas:
Regardless of setting, many families and professional possess limited awareness that AAC strategies can optimize communication effectiveness (Light & McNaughton, 2012). If these individuals are unaware that AAC techniques have the potential to improve communication function, they may be reluctant to participate in activities that train AAC strategy use (Kent-Walsh & McNaughton, 2005). Many students with CCN in low-resource nations may never have attended schools let alone participated in speech therapy before. It is essential that SLPs allow families times to acclimate to interacting with professionals, if for the first time. Furthermore, SLPs should also address the basic principles of communication, AAC options, and demonstrate the power of communication strategies to ensure commitment to long-term use of AAC strategies (Muttiah, McNaughton, & Drager, 2016). As in any instructional program, commitment is an integral first step in the learning process (Kent-Walsh & McNaughton, 2005).
Muttiah and colleagues (2016) found that AAC experts who provide services in low- and middle-income nations report that focusing on foundational AAC principles (e.g., use of multiple modalities) and integrating AAC into daily routines (e.g., using communication boards in a religious activity such as singing or praying) can be a key to success. The International Classification of Functioning, Disability and Health: Children & Youth Version (ICF-CY; World Health Organization, 2007) can also be a resource to assist SLPs in making decisions to select intervention areas to maximize a child's community participation while considering impact of culture and current level of function (Fannin, 2016).
Sustainability:
When SLPs from high-resource nations participate in short-term service trips, it is important to remember that they will be present for a minute portion of a child's daily life. This fact should not necessarily lead to discouragement but, instead, a solemn reminder about the necessity of efficient, high-quality AAC services for long-term positive impact on the lives of children who have CCN. McConkey (2005, p. 148) recommends that SLPs should intentionally select AAC interventions that are essential, feasible, and meaningful in low-resource settings instead of \"striving to emulate what happens elsewhere\" (i.e., high-resource nations). This is not to claim that AAC specialists should have lower standards of care, lower expectations for individuals, or try less in these low-resource settings. Instead, SLPs should be realistically evaluate what can be accomplished in the allotted amount of time, identify powerful interventions to maximize intervention and instruction time, and use an assets-based approach (Alant, 2005) to deliver high-quality, efficient services.
Partner Instruction: High-quality AAC partner training consists of obtaining a partner's commitment to learning AAC strategies, strategy demonstration and explicit instruction by the SLP, and multiple opportunities for the partner to practice the strategy in real-world settings given a gradual fading of feedback and training supports by the SLP (Kent-Walsh & McNaughton, 2005). When time is of the essence, it is essential that partners are able to quickly practice newly trained AAC strategies (e.g., providing aided AAC modeling, using shared storybook reading strategies) in natural settings to have opportunities to receive feedback from SLPs to boost confidence and long-term implementation. These key communication partners may be selected as future trainers of AAC strategies once SLPs are no longer available (e.g., Bornman, Alant, & Lloyd, 2007) and to do so effectively,must be confident in this role.
Social Validation: Throughout the intervention process, use of social validation procedures with all stakeholders in the communication process can be critical to evaluation of the meaningfulness, relevance, and usefulness of the AAC instruction used (Light & Binger, 1998). Recall in the discussion of cultural humility that professionals are encouraged to maintain openness to the opinions and perspectives of others. When stakeholders, including families and individuals with CCN, are able to provide feedback to professionals, AAC instruction, systems, and techniques can be changed to better suit the unique needs of a community and make future AAC interventions more efficient.
Case Example:
On the short-term trips to set up classrooms in Haiti, the American team was able to provide services for a maximum of one week. The major focus of the trips were to provide training opportunities for the teacher so that she can be empowered to confidently run her classroom and incorporate basic communication, positioning, and learning strategies. I have found that parents and teachers quickly observe the successes of therapy when observing our physical and occupational therapists provide mobility and positioning devices to children who have significant motor and communication challenges. Although this may seem unrelated to communication, it helped demonstrate to communication partners the power of therapy on helping a child better participate in the classroom. Seeing successes helped to foster a spirit of commitment to learning additional strategies (e.g., AAC techniques).
Once they were able to observe children with significant needs become active participants in the classroom, I could better engage with teachers about specific AAC techniques that could further optimize participation in class activities. For example, when in a group training, I created challenges for the teachers to think of a student in their classroom who could not speak and brainstorm at least one way the student uses to communicate without using words (e.g., eye pointing, smiling, crying). In the classroom context, I worked directly with a teacher to use \"think alouds\" to describe the current communication attempts of a child and then describe techniques to expand the child's current communication skills. Many of the techniques discussed were seemingly basic; however, it allowed the teacher to quickly implement strategies (e.g., use of expectant delay, offering additional communication opportunities to children with CCN), create materials (e.g., draw pictures, create name and word cards), and integrate these within natural and culturally appropriate activities of her choice (e.g., group singing activities).
References:
Alant, E. (2005). Intervention issues. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 9-29). Philadelphia, PA: Whurr Publishers Ltd.
Bornman, J., Alant, E., & Lloyd, L. (2007). A beginning communication intervention protocol: In-service training of health workers. Education and Training in Developmental Disabilities, 42, 190-208.
Fannin, D.K. (2016). The intersection of culture and ICF-CY personal and environmental factors for alternative and augmentative communication. SIG 12 Perspectives on Augmentative and Alternative Communication, 1, 63-82.
Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21 195-204.
Light, J.C., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes Publishing Company, Inc.
Light, J., &McNaughton, D. (2012). The changing face of augmentative and alternative communication: Past, present, and future challenges. Augmentative and Alternative Communication, 28, 197-204.
McConkey, R. (2005). Service delivery in low-income countries. In Alant, E., & Lloyd, L.L. (Eds.), Augmentative and alternative communication and severe disabilities: Beyond Poverty (pp. 131-154). Philadelphia, PA: Whurr Publishers Ltd.
Muttiah. N.A., McNaughton, D., & Drager, K.D.R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-Language Pathology, 18, 341-53.
World Health Organization. (WHO Workgroup for development of version of ICF for Children & Youth). (2007). International Classification of Functioning, Disability and Health Children and Youth Version (ICF-CY). Geneva: WHO.
","userID":25396,"timestamp":"2017-05-13T03:38:25.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2330,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":227,"collectionID":112,"postID":9778,"quote":"This is the final post of this collection and highlights the importance of sustainable AAC practices in low-resource areas."}]},{"postID":11853,"title":"AAC Services for Children in Inpatient Medical Settings","body":"Many children with severe communication disabilities rely on alternative and augmentative communication (AAC) strategies (i.e., any method of communication other than oral speech) to communicate with health care personnel during inpatient hospital stays. However, frequent communication breakdowns with staff and limited access to communication supports place these children at increased risk for negative experiences and poor health outcomes (Blackstone, Beukelman, & Yorkston, 2015; Zubow & Hurtig, 2013). Individuals with complex communication needs are at three times more risk of experiencing preventable adverse medical events when in the hospital (Bartlett, 2008). Examples of such events range from adverse medication reactions, patient falls, and pressure ulcers (Hurtig & Alper, 2016).
During a recent investigation, Zubow and Hurtig (2013) reported that a third of conscious adults and children in intensive care units at a large tertiary health care system (a) were unable to access a nurse call system to request assistance and (b) could not speak due to mechanical intubation. The authors only included individuals who were AAC or assistive technology (AT) candidates for the first time. Patients who required AAC support prior to the inpatient stay and individuals who sustained a recent stroke or traumatic brain injury were excluded (Zubow & Hurtig, 2013). Therefore, it is reasonable to infer that one third represents a low estimate of all individuals who experience severe communication challenges in the hospital setting.
In addition to limited access to AAC/AT tools in the hospital, time constraints and limited staff communicative competence also have been identified as barriers to supporting the communication needs and participation of children with complex communication needs and their families in hospitals (Gormley & Light, 2017; Hemsley & Balandin, 2014). In a recent online focus group of speech-language pathologists (SLPs) who provided services within inpatient rehabilitation facilities, participants reported that time constraints limited the quality and quantity of services addressing communication needs (Gormley & Light, 2017). Examples included short lengths of hospital stays for patients, high productivity expectations for providers, and limited time for providers to program, trial, and customize AAC systems (Gormley & Light, 2017). Further complicating the situation, many health care professionals, including SLPs who are often regarded as “leaders” of AAC teams, report minimal training in pre-service AAC training (Burns et al., 2017; Costigan & Light, 2010) and/or in-service AAC training (Gormley & Light, 2017).
Family-Centered AAC Services to Improve Child and Family Outcomes in Medical Settings
Pediatric hospitals are mandated to provide services that meet the unique needs of all patients, including those with a severe communication disability (Commission of Accreditation of Rehabilitation Facilities, 2016; The Joint Commission, 2010). To achieve this mandate, pediatric hospitals should incorporate best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010). Family-centered services are comprised of a set of attitudes that assume (a) parents are experts of their children and desire the best for their children, (b) each family is unique, and (c) optimal child and family functioning occurs within a supportive community context (King et al., 2004a). These assumptions translate to practice when professionals consider families’ strengths and needs, treat families with dignity and respect, provide information to families to allow for informed decisions about their child’s care, and partner with families to share decision-making power (King et al., 2004; King, King, & Rosenbaum, 2004; Dunst, 2002). Unfortunately, these assumptions may not consistently be implemented in practice (King, Williams, & Goldberg, 2017). As King, and colleagues (2017, p.2) aptly stated, “despite widespread endorsement of family-centered care, the needs of parents of children with disabilities can be overshadowed by a focus on direct services for the child.”
In health care settings, such as pediatric hospitals, past investigations suggest that implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). To promote implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. This framework as well as general practice suggestions for AAC providers in medical settings can be found in the next post of this collection.
AAC Supports and Resources within Inpatient Medical Settings
Despite the many barriers to implementing AAC services, a growing body of research suggests that use of AAC supports can improve the experiences of children with complex communication needs and their families in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be a frightening for an individual of any age; however, “children are not small adults” (Costello et al., 2015, p. 190) and they experience stress differently than adults. As such, children can benefit from (a) health care providers who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015) and (b) access to communication supports that aid in both comprehension and expression of these developmentally appropriate concepts.
Gaynard and colleagues (1990) recommended that, to reduce child stress in hospital settings, health care providers should use strategies to support (a) the child’s sense of control and (b) the child’s developmentally-appropriate and active participation in daily care. Offering high- or low-tech AAC supports to children with complex communication needs within the hospital setting may be one way to increase the child’s sense of control and age-appropriate, active participation in their stay by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures (Costello, Patak, & Pritchard, 2010). The final post of this collection outlines recommendations and available AAC resources that can be used to support children with complex communication needs, their families, and health care providers within the inpatient environment.
References:
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., & MacGibbon, B. (2008). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. Canadian Medical Association Journal, 179, 1555-1562.
Blackstone, S.W., Beukelman, D.R., & Yorkston, K.M. (eds.). (2015). Patient-provider communication: Roles for speech-language pathologists and other health care professionals. San Diego, CA: Plural Publishing Inc.
Burns, M., Baylor, C., & Yorkston, K. (2017). Patient-provider communication training for dysarthria: Lessons learned from student trainees. Seminars in Speech & Language Disorders, 38, 229-238.
Commission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Costigan, A., & Light, J. (2010). Effect of Seated Position on Upper-Extremity Access to Augmentative Communication for Children With Cerebral Palsy: Preliminary Investigation. American Journal of Occupational Therapy, 64, 596–604.
Cox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
Dunst, C. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36, 141-149.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
Hurtig, R.R., & Alper, R.M. (2016, November). The impact of communication barriers on adverse events in hospitalized patients. Paper presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
The Joint Commission. (2010). Advancing effective communication, cultural competence, and
patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/... RoadmapforHospitalsfinalversion 727.pdf
King, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
King, S., King, G., & Rosenbaum, P. (2004). Evaluating health service delivery to children with chronic conditions and their families: Development of a refined measure of processes of care (MPOC-20). Children’s Health Care, 33, 35-57.
King, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
King, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
King, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
Zubow, L., & Hurtig, R. (2013). A demographic study of AAC/AT needs in hospitalized patients. Perspectives in AAC, 22, 79-90.
","userID":25396,"timestamp":"2017-12-19T22:48:56.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4505,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":297,"collectionID":112,"postID":11853,"quote":"This is the first of a series of posts introducing barriers and supports to providing AAC services to children with complex communication needs within inpatient medical settings"},{"collectionItemID":298,"collectionID":136,"postID":11853,"quote":"This is the first post in a series discussing the barriers and supports to AAC services for children in inpatient medical settings. "}]},{"postID":11866,"title":"Family-Centered AAC Services in Inpatient Medical Settings","body":"As mentioned in the previous post (https://communicationmatrix.org/Community/Posts/Content/11853), pediatric hospitals are mandated by a variety of accrediting organizations to deliver services that meet the unique communication needs of all patients; thus, clinicians are implored to use the best practice recommendations of delivering family-centered services when caring for a child with complex medical and communication needs (Commission of Accreditation of Rehabilitation Facilities, 2016; Cox et al., 2017; King, Teplicky, King, & Rosenbaum, 2004; The Joint Commission, 2010).
\nFamily-Centered AAC Services
\nPractitioners who implement family-centered services assume that (a) parents are experts of their children. (b) parents seek the best for their children, (c) each family is unique, and (d) optimal child outcomes emerge within a supportive community context (King et al., 2004). When these assumptions are upheld, practitioners can then deliver the core principles of family-centered services outlined in King and colleagues (2004):
\nIn pediatric health care settings, implementation of family-centered services contributes to increased parental satisfaction with rehabilitation services and increased psychosocial outcomes of both parents and children (King, King, Rosenbaum, 1996; King, Law, King, & Rosenbaum, 1998; Rosenbaum et al., 1998). In a variety of settings, these services are also linked to increased perceptions of family self-efficacy, increased family empowerment, and improved child behavior and functional outcomes (Dunst, Trivette, & Hamby, 2007). Unfortunately, these practices may not be consistently implemented in pediatric rehabilitation (King, Williams, & Goldberg, 2017) or in AAC service delivery (e.g., Mandak & Light, 2017). Often, a child-focused approach or clinician-directed approach to services are implemented with the needs of the family “overshadowed” (King et al., 2017).
\n
Family-Centered AAC Tools and Clinical Practice Suggestions:
\nTo promote the implementation of family-centered AAC practices, Mandak, O’Neill, Light, and Fosco (2017) presented a framework that can support providers to deliver these essential services. Within this article, practitioners can learn more about family-centered services as well as AAC assessment and intervention tools that support family-centered clinical practices. A streamlined view of these principles, tools, and clinical practices can be found by clicking the following link: http://aac.psu.edu/wp-content/uploads/2016/11/ASHA2016_FamilySystemsFramework_MandakONeillLight.pdf.
\nFor up-to-date research alerts in the area of family-centered AAC research, feel free to check out the “Family-Centered AAC Research” facebook page at https://www.facebook.com/familycenteredAAC/
\n
Family-Centered AAC Services in Inpatient Medical Settings:
\nThe Family System and Inpatient Medical Settings:
\nTo deliver effective family-centered services and evaluate communication effectiveness within a healthcare environment, one must first recognize the child as a single element within a broader family context. As such, family systems theorists propose wholism, or the concept that the family can only be fully understood when viewed as a “complex, integrated whole” (Minuchin, 1988, p.8). When any element of the family is considered out of its context (e.g., focusing solely on a child’s communication with a health care provider without simultaneously considering the parent’s role in the communication process) an “incomplete picture” that cannot give adequate information for care may result (Minuchin, 1985). Furthermore, due to the complexity and interconnected nature of the family system, interdependence, or the inextricable link of family members within the broad family system (Minuchin, 1985), suggests that a change experienced by one family member reverberates throughout the entire system and subsequently affects all members (Minuchin, 1985).
\nWithin a family system, individuals are affected by the dynamic interplay of personal relationships, or subsystems (e.g., child-parent; Minuchin, 1985). Within each subsystem, interactional patterns among family members which form bidirectional feedback loops of behaviors emerge during communicative exchanges over time. (Minuchin, 1985). However, Minuchin (1985) also indicated that identification of such communicative patterns may be a helpful first step in a therapeutic setting to serve as a “point of entry” for future intervention.
\nClinical Example: A young child who recently sustained a traumatic brain injury and is no longer is able to communicate using speech may vocalize “ba ba” to indicate he needs to use the bathroom. However, his mother does not understand this vocalization and instead offers the child a ball. The child then starts screaming in frustration and hits the ball which, in turn, the mother yells “Why can’t you just talk! I don’t know what you want!” In future interactions, this pattern of negative verbalizations and challenging behavior may continually emerge when the pair experiences communication breakdowns. A speech-language pathologist may recognize the negative communicative pattern emerging between the young child and his mother and offer the child an AAC system comprised of pictures of items within the room, including “bathroom.” Now the child can point to the picture when he says “ba ba” and the mother can recognize this communicative act as a request to use the bathroom, thus breaking the cycle and improving the communicative exchange.
\nWhen considering a child’s participation within the rehabilitation experience, service providers and researchers alike must move towards better understanding the factors within health care that affect the entire family unit and not solely focus on the child. Just as the child is a single element within a complex family system; a family is a single element that is embedded within a set of larger systems such as a health care or education system (Bronfenbrenner, 1979). Factors such as social policies governing relational networks (e.g., hospital staffing) and socio-cultural beliefs also drastically affect individuals in the family system and health care system (Bronfenbrenner & Ceci, 1994). A child must be considered within this broad, complex, interconnected, and dynamic context (Bronfenbrenner & Ceci, 1994), first starting with the family system and extending to the larger health care context (Minuchian, 1985; King et al., 2004).
For a brief outline of a variety of systemic factors affecting the delivery of services to individuals with complex communication needs in the inpatient rehabilitation setting, check out: https://rerc-aac.psu.edu/wp-content/uploads/2017/11/Gormley_Online-Focus-Group-AAC-and-Inpatient-Rehab_ASHA2017_.pdf
Parents as “Interpreters”
\nAlthough, the relational dynamics among all involved parties – children, families, and providers – critically impact the rehabilitation experience as well as family and child outcomes (Dunst, Trivette, & Hamby, 2007; King et al., 2017), these dynamics are not well understood when a child with complex communication needs is involved (Hemsley & Balandin, 2014). However, qualitative evidence has emerged that parents often serve as “interpreters” of their child’s communicative acts in the hospital setting when the child has a severe communication disability (e.g., Hemsley, Kuek, Bastock, Scarinci, & Davidson, 2013). When parents assume this role in the hospital setting, they can support health care providers to more effectively and efficiently communicate with the child.
\nClinical Example: When a nurse is attempting to feed a two-year-old girl with cerebral palsy, the girl’s mother may educate the nurse that when her daughter vocalizes, looks away, and extends her arm forward, this is a signal for “stop.” With this new knowledge, the nurse can pause before placing additional food into the child’s mouth and reduce the child’s discomfort during feeding. In this example, the nurse including the mother in the feeding session, acknowledging the child’s mother as an expert of the child, and respecting the child’s nonverbal communicative act is a demonstration of a family-centered AAC service (Mandak, O’Neill, Light, & Fosco, 2017).
\nKey Research Findings:
Recommendations:
\nReferences:
Beukelman, D., & Ray., P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation: An Interdisciplinary Approach, 3, 279-288
Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press
Bronfenbrenner, U., & Ceci, S. (1994). Nature-nurture reconceptualized: a bioecological model.Psychological Review, 101, 568-586.
\nCommission of Accreditation of Rehabilitation Facilities. (2016). 2016 health care rehabilitation: Program descriptions. CARF International. Retrieved October 17, 2017, from: http://www.carf.org/ Programs/Health care
\nCox, E.D., Jacobsen, G.C., Rajamanickam, V.P., Carayon, P., Kelly, M.M., Wetterneck, T.B., Rathouz, P.J., & Brown, R.L. (2017). A family-centered rounds checklist, family engagement, and patient safety: A randomized trial. Pediatrics, 139, early online.
\nCress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in language disorders, 24, 51-61.
\nDunst, C.J., Trivette, C.M., & Hamby, D.W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13. 370-378.
\nGormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
\nHemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: Informing new translational research. Augmentative and Alternative Communication, 30, 329-343.
\nHemsley, B., Kuek, M., Bastock, K., Scarinci, N., & Davidson, B. (2013). Parents and children with cerebral palsy discuss communication needs in hospital. Developmental Rehabilitation, 16, 363-374.
\nThe Joint Commission. (2010). Advancing effective communication, cultural competence, and patient and family centered care: A roadmap for hospitals. Oakbrook Terrace, IL: The Joint Commission. Retrieved from http://www.jointcommissio.org/ RoadmapforHospitalsfinalversion 727.pdf
\nKing, S., King, G., & Rosenbaum, P. (1996). Interpersonal aspects of care-giving and client outcomes: A review of the literature. Ambulatory Child Health, 2, 151-160.
\nKing, G., Law, M., King, S., & Rosenbaum, P. (1998). Parents’ and service providers’ perceptions of the family-centeredness of children’s rehabilitation services. Physical and Occupational Therapy in Pediatrics, 18, 21-40.
\nKing, S., Teplicky, R., King, G., & Rosenbaum, P. (2004). Family-centered service for children with cerebral palsy and their families: A review of the literature. Seminars in Pediatric Neurology, 11, 78-86.
\nKing, G., Williams, L., & Goldberg, S.H. (2017). Family-oriented services in pediatric rehabilitation: A scoping review and framework to promote parent and family wellness. Child: Care, Health, and Development, 43, 334-347.
\nMandak, K., & Light, J. (2017). Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. Journal of Autism and Developmental Disorders. Advanced Online Publication.
\nMandak, K., O’Neill, T., Light, J. (2016, November). Bridging the gap from values to actions: A family systems framework for family-centered AAC early-intervention services. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Philadelphia, PA.
\nMandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: a family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33, 32-41.
\nMcNaughton, D., & Beukelman, D. (2010). Transition strategies for adolescents and young adults who use AAC. Baltimore, MD: Paul H. Brooks.
\nMinuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289-302.
\nMinuchin, P. (1988). Relationships within the family: A systems perspective on development. In Hinde, R.A. & Stevenson-Hinde, J. (Eds.), Relationships within families: Mutual influences (p. 7-26). Oxford: Clarendon.
\nRosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centered service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1-20.
","userID":25396,"timestamp":"2017-12-22T19:15:48.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2013,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":299,"collectionID":112,"postID":11866,"quote":"This post outlines a brief explanation of family-centered services as applied to AAC and the inpatient medical setting as well as clinical examples and recommendations for this setting."},{"collectionItemID":300,"collectionID":136,"postID":11866,"quote":"The post outlines family-centered AAC services and its application to the inpatient medical setting. Clinical recommendations and examples are also provided."}]},{"postID":11895,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
According to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
As Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
In a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:25:20.863","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11896,"title":"Resources to Support Children with Complex Communication Needs in Medical Settings","body":"As mentioned in post #1 (https://communicationmatrix.org/Community/Posts/Content/11853) a growing body of research suggests that use of augmentative and alternative communication (AAC) strategies can improve the experiences of children with complex communication needs (CCN) in medical settings (Costello, Santiago, & Blackstone, 2015). An inpatient hospital stay can be an overwhelming and frightening experience for many children with CCN and their families (Costello et al., 2015, p. 190). It is vital that clinicians serving these children are well equipped to serve each child’s unique communication needs. Providers across the continuum of care, from outpatient, educationally-based, and inpatient services, can all play a role to support children with CCN and their families during an inpatient stay. Children with CCN can benefit from health care providers, especially in those in inpatient settings, who understand how children experience illness, pain, and hospitalization in various developmental stages (Costello et al. 2015). These children also benefit from access to communication supports that aid in both comprehension and expression within the medical setting; however, AAC providers in educational and outpatient settings can also help prepare the child, family, and inpatient provider to optimally communicate in medical settings.
\nAccording to Gaynard and colleagues (1990), two vital ways that health care providers can reduce child stress in hospital settings include supporting the child’s (a) sense of control and (b) developmentally-appropriate and active participation in daily care.
\nAs Costello and colleagues (2010) proposed, offering high- or low-tech AAC supports to children with CCN within the hospital setting may be one way increase the child’s sense of control and active participation in the inpatient setting by providing a means to solicit attention and/or comfort, express medical and physical needs, communicate emotional states and pain, ask questions, and accept or decline medical procedures.
\nIn a recent online focus group of speech-language pathologists (SLPs) who provide inpatient rehabilitation services to individuals with CCN, one common theme that emerged was the lack of training and resources available to professionals to support communication in inpatient settings (Gormley & Light, 2017). As a first step, I have compiled a list of free resources made available by researchers and expert clinicians in the area of AAC and medical settings. These resources can be used by clinicians across the continuum of care to (a) help children with CCN who may already use AAC strategies to prepare for an inpatient stay, (b) support children with CCN to effectively communicate during an inpatient stay and medical encounters, and (c) prepare children with a new onset communication disability and their families for discharge from an inpatient medical setting. Many of these resources are made freely available on the website http://www.patientprovidercommunication.org/ so feel free to consult this website for any updates on patient-provider communication.
Clinical Resources:
“Communication Passport Accident and Emergency” (http://www.patientprovidercommunication.org/files/A-E_Communication_Passport.pdf) Families of children with CCN and AAC providers may want to collaborate to complete this communication passport. In this document, information about a child with CCN can be recorded in preparation for an upcoming or unanticipated hospital stay. Information included in this passport are categorized into the following topics: “things you must know about me,” “things that are important to me,” and “my likes and dislikes.”
“Effective Communication in Children’s Hospitals: A Handbook of Resources for Parents, Patients, and Practitioners” (http://www.patientprovidercommunication.org/pdf/25.pdf) This 48-page handbook is a compilation of articles, PowerPoint presentations, webcasts, written materials, and apps to support effective communication among children with CCN, their families, and medical providers.
“Useful Communication Supports for Medical Encounters” (http://www.patientprovidercommunication.org/files/Useful%20Communication%20Supports%20for%20Medical%20Encounters.pdf) This review describes low-cost communication resources such as communication boards, health passports, hospital discharge checklists, and emergency information forms that can be used with children in CCN in the medical setting.
“Hospital Discharge Checklist” (http://www.patientprovidercommunication.org/files/HOSPIT-3%20(1).pdf) This document presents a detailed list of questions that can be used by families of children with CCN and medical providers alike to prepare for a discharge from a medical facility. Important topics addressed include coordination of services from the hospital to the school setting, referrals for programs and services outside of the hospital, and equipment recommendations.
Webcasts and PowerPoint Presentations:
“AAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance Care” (http://www.patientprovidercommunication.org/files/Santiago_%20Rachel%20-%20AAC%20Considerations%20in%20Advance%20of%20a%20Childs%20Upcoming%20Hospital%20Admission.pdf) This PowerPoint presentation created by Boston Children’s Hospital Inpatient AAC SLP, Rachel Santiago, explains the communication vulnerability of children with CCN in the pediatric intensive care unit setting and three profiles of patients who may benefit from AAC supports prior to surgical interventions. She outlines the importance of (a) preparing the child with CCN to use communication enhancement strategies in a low stress setting (e.g., home, school, outpatient), (b) coordinating care among family members, inpatient SLPs, and outpatient SLPs, (c) AAC assessment considerations, (d) environmental considerations, (e) AAC tools, and (f) vocabulary selection topic considerations.
\n“Augmentative Communication in the Pediatric ICU/Acute Care” (http://www.patientprovidercommunication.org/files/costello%20ISAAC%202016%20panel.pdf) This PowerPoint was created by Boston Children’s Hospital Augmentative Communication Program Director, John Costello, and explains (a) bedside communication strategies for pediatric providers, (b) bedside communication tools for the inpatient setting, and c) phases of communication needs in the hospital.
“Providing Communication Access for Patients: The Role of AAC Across Healthcare Settings” (http://www.patientprovidercommunication.org/files/219%20PDF%20Beukelman%20PATIENT%20PROVIDER%20COMMUN%20.pdf) In this PowerPoint presentation, Dr. David Beukelman, reviews materials and tools discussed in the book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” (you can learn more about the book here - http://pluralpublishing.com/publication_ppc.htm ). Topics explored include: (a) strategies to prepare individuals with CCN for medical encounters, (b) communication strategies for health care personnel, (c) options to use hospital orders to alert staff to patient communication needs, and (d) AAC supports and tools across a variety of inpatient medical settings.
“Putting Patient Provider Communication at the Forefront: Overcoming Barriers Through Phases of Pediatric Inpatient Program Development” (http://www.patientprovidercommunication.org/files/ISAAC%202016%20-%20Putting%20PPC%20at%20the%20Forefront%20-%20Public%20Slides.pdf) This PowerPoint presentation was created by Inpatient SLPs from Boston Children’s Hospital (John Costello and Rachel Santiago), NYU Langone Medical Center (Tami Altschuler), and St. Louis Children’s Hospital (Claire Frandin, Jane K. Quarles). These expert AAC clinicians review communication vulnerability of children with CCN in inpatient settings and outline their experiences establishing, maintaining, and/or sustaining an inpatient AAC program.
\n\"Patient Provider Communication\" (http://aac-rerc.psu.edu/index.php/webcasts/show/id/27) In this 15-minute webcast, John Costello an SLP and Director of the Augmentative Communication Program of Children’s Hospital Boston discusses strategies to support patient-provider communication within the Pediatric Intensive Care Unit. A case example is also presented within this webcast.
Book:
Although not free, I highly recommend the following book “Patient-Provider Communication: Roles for Speech-Language Pathologists and Other Health Care Professionals” edited by Dr. Sarah Blackstone, Dr. David Beukelman, and Dr. Kathryn Yorkston. This is the quintessential resource to learn about the most up-to-date patient-provider communication research in the field of AAC. Topics covered in this book range from supporting individuals with CCN in acute care hospitals to inpatient rehabilitation facilities to long term care facilities. To learn more about this resource, feel free to click the following link http://pluralpublishing.com/publication_ppc.htm
References:
Costello, J.M., Patak, L., & Pritchard, J. (2010). Communication vulnerable patients in the pediatric ICU: Enhancing care through augmentative and alternative communication. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 3, 289-301.
Costello, J.M., Santiago, R.M., & Blackstone, S.W. (2015). Pediatric acute and intensive care in hospitals. In S.W. Blackstone, D.R. Beukelman, & K.M. Yorkston (Eds.), Patient provider communication: Roles of speech-language pathologists and other health care providers (pp. 187–224). San Diego, CA: Plural Publishing Inc.
Gaynard, J., Wolfer, J., Goldberger, R., Thompson, L., Redburn, L., & Laidley, L. (1990). Psychosocial care of children in hospitals: A clinical practice manual from the ACCH child life research project. The Association for Care of Children’s Health. Maryland.
Gormley, J. , & Light, J. (2017, November). Complex communication needs in inpatient rehabilitation: Perspectives from online focus groups of SLPs. Poster presented at the Annual Conference of the American Speech-Language Hearing Association, Los Angeles, CA.
","userID":25396,"timestamp":"2017-12-29T01:26:46.52","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4225,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":301,"collectionID":136,"postID":11896,"quote":"This post provides free resources for clinicians and families to support the communication needs of children who benefit from AAC supports in inpatient medical settings."}]}]}},{"collectionID":160,"name":"Families Sharing Information on Their AAC Journeys","description":"Here on the Communication Matrix Forum we have been fortunate to have several Collections Hosted by parents of children with complex communication needs (CCN). Out on the web, there are many more. This collection is an attempt bring those together.","dateCreated":"2019-05-05T19:30:56.347","bio":null,"published":true,"userID":2018,"PostCollectionItems":[{"collectionItemID":431,"collectionID":160,"postID":8070,"quote":"Home Talk, an assessment created with families for families","Post":{"postID":8070,"title":"HomeTalk: a Family Assessment","body":"HomeTalk, a Family Assessment of Children who\r\nare Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and\r\nprofessionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey\r\nMar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf.\r\nIts purpose is to help families participate in the planning of their child’s\r\neducational program. Family members and other care providers have the best\r\nopportunities to make observations of a child at home and in the community. They\r\nknow their child’s skills better than anyone, and they need a way to describe\r\nthose skills in a language that professionals will respect. HomeTalk can\r\nprovide a broad picture of a child’s skills, special interests, and\r\npersonality. HomeTalk was developed by a group of parents and professionals who\r\nknow the importance of collaboration. HomeTalk may be used to:
• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
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Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
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\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
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For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
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She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. 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They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
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Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
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Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
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https://www.aacconference.com/schedule.html
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She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":1039,"postID":2576,"userID":2018,"timestamp":"2014-08-07T10:24:25.567","Post":{"postID":2576,"title":"Makes Comments","body":"This young lady seems to be commenting about the similarity between her hairdo and her teacher's, as she points back and forth between her hair and her teacher's hair.","userID":9043,"timestamp":"2014-08-05T17:52:25.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":84,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083","Post":{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78","Post":{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937","Post":{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4230,"postID":5559,"userID":2018,"timestamp":"2015-06-14T09:19:53.29","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4232,"postID":5438,"userID":2018,"timestamp":"2015-06-19T22:15:22.99","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":4278,"postID":5426,"userID":2018,"timestamp":"2015-10-05T08:55:42.43","Post":{"postID":5426,"title":"Communication Matrix is now on Twitter!","body":"We have joined the present and are now on twitter! Join us @comm_matrix for musings and links on communication, AAC, matrix tips, speech and more!\r\n\r\nhttps://twitter.com/Comm_Matrix","userID":2023,"timestamp":"2015-04-01T11:24:27.9","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Follow Us Now!","show":true,"views":115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4294,"postID":6747,"userID":2018,"timestamp":"2015-10-09T13:45:57.13","Post":{"postID":6747,"title":"Language and Speech in Education","body":"Hi! I am a student at a university in the College of Education. I am in a 'Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments' class. Learning about language acquisition and development of language in students, as well as adaptive devices, is such an interesting, captivating topic.
My question would be about what brought you (if you work in the field of language and speech in education) to where you are? What is your work and how have you enjoyed your work?
I am curious because my degree in special education will be a broad K-12+ Cognitive Impairment degree. But, there is always room for more specializing for a masters degree. I would love to hear about your experiences and what you do!
","userID":6487,"timestamp":"2015-10-05T09:58:44.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":62,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4351,"postID":6822,"userID":2018,"timestamp":"2015-11-05T13:16:19.49","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5570,"postID":6856,"userID":2018,"timestamp":"2016-06-08T21:32:18.297","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":5575,"postID":8264,"userID":2018,"timestamp":"2016-06-10T19:34:32.727","Post":{"postID":8264,"title":"Sharing the Matrix with a parent","body":"As a Special Education teacher, I would like to share my experience as I was able to present data from the Communication Matrix to an IEP committee during a student’s annual meeting. I briefly explained the Matrix to the Mother/committee and provided the parent with information including how to access the website. When I presented the printed matrices to the parent, I first gave her the one I had created at the beginning of the year and briefly explained what it represented. She had a chance to look it over and then I explained how much the student had grown/improved communication and gave her the one I created at the end of the year. A great, big smile came over her face, along with an expression of pride. I could see that she was overwhelmed by the amount of growth that had happened. She said that she really liked the charts because of the colors/visual effect that showed her the improvement made. It was easy for her to understand by just a glance at the matrices and she was totally impressed! Never before have I seen a parent react so positively in an IEP meeting. It is wonderful to have the ability to generate these matrices that visually represent a student's growth in communication. I will definitely continue to use the Communication Matrix and share it with parents. I’m appreciative that I have a tool I can use to help set IEP goals and to share information with parents in a format that is easily understandable.
","userID":4371,"timestamp":"2016-06-09T17:18:09.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":5588,"postID":6904,"userID":2018,"timestamp":"2016-06-30T04:28:23.477","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97","Post":{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687","Post":{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203","Post":{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]}},{"starID":5606,"postID":8323,"userID":2018,"timestamp":"2016-08-04T17:38:01.733","Post":{"postID":8323,"title":"Communication is key. ","body":"We can speak about related services needed for our family members who are deafblind, we can speak about the list people that can provide said services all day long for years to come and still not be discussing the most foundational need thise who are deafblind. That is... communication. If there is no way to get information in, life becomes pointless and is full of unnecessary failures.
Start here. Do this assessment. It is a wonderful tool to have in your tool box that you will need on and off again throughout their lives. Having a means to communicate and to have it understood is one of the most basic of needs and one of the most devastating feeling when you can't be understood.
#communicationmatrix #nfadb #nfadbaustintakeover
","userID":13351,"timestamp":"2016-07-17T18:40:58.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827","Post":{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]}},{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen"}]}},{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5845,"postID":9822,"userID":2018,"timestamp":"2017-06-18T18:03:20.63","Post":{"postID":9822,"title":"Sabotage ","body":"Sabotage can be an effective method to elicit communication with struggling communicators. Examples of this practice can be done in any aspect of a child’s day. These methods are meant to prompt a student to communicate a want, need or protest. Ideally, students initiate communication upon reacting to the sabotage. If the target student does not respond to the environmental stimuli, a teacher can use an open ended question or statement to indirectly reference the sabotage. If this prompt fails to prompt the student to communicate, more direct questioning can be used to draw the student’s attention to the sabotage and then request communication from the student. Below are examples from different activities during the school day where sabotage can be used to initiate student communication.
\n-During a reading activity where all children are reading the same text, give the targeted student a book with pages missing. The teacher could spend more time talking about those pages to prompt a student to notify someone about their missing pages. If communication isn’t independently initiated by the student, the teacher could use open ended questions to prompt the student to communicate their problem with their book.
\n-During a physical education game, give the target student a ball that is heavily deflated compared to other balls used by students. If the student does not independently request a new ball, the teacher can prompt using a general statement or question such as “Your ball isn’t bouncing very high, why is that?”
\n-During a snack activity, give the target student a juice box with the straw missing. The student may explore ways to drink without the straw or initiate communication with an adult to get help. An open ended statement or question example could be “That’s a strange way to drink your juice…”
","userID":15652,"timestamp":"2017-05-31T19:27:19.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":544,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":238,"collectionID":118,"postID":9822,"quote":""}]}},{"starID":5846,"postID":9819,"userID":2018,"timestamp":"2017-06-18T18:03:45.503","Post":{"postID":9819,"title":"In view or out of reach","body":"Creating an environment where communicators can see items that they want or need but cannot access is a way to encourage initiation of communication. The students will then request when they want something that they cannot reach. In order to set up the environment in this way, place preferred items on higher shelves where students cannot reach, or withhold items during activities. This forces the students to ask for help or for the item when they themselves cannot get it.
","userID":14971,"timestamp":"2017-05-31T15:15:41.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":480,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":239,"collectionID":118,"postID":9819,"quote":""}]}},{"starID":5847,"postID":9833,"userID":2018,"timestamp":"2017-06-18T18:04:00.253","Post":{"postID":9833,"title":"Environmental Arrangement for Communication","body":"Environmental Arrangement for Communication:
\nTeaching students to communicate is all about arranging an environment where the student will WANT or NEED to communicate in order to get his or her agenda/intent met. We create situations where the student needs to use the target skill/communicate. As speech-language pathologists, we know that communication is not an activity we practice. It occurs all day long in a variety of natural contexts and settings.
\nCommunication begins with intent. Getting from intent to action is what is difficult for our students and students with multiple disabilities.
\nWe must begin with the understanding that expressive communication is a function of the child’s intent or what the child wants/needs.
\nWhy is arranging the environment so important? The physical and social structure can facilitate learning and social interactions.
","userID":15266,"timestamp":"2017-06-01T12:02:28.277","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1649,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":244,"collectionID":118,"postID":9833,"quote":""}]}},{"starID":5848,"postID":9936,"userID":2018,"timestamp":"2017-06-18T18:04:42.27","Post":{"postID":9936,"title":"Examples of Student Dedicated AAC Devices for Vocational Tasks","body":"Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Ryan uses his AC device to work in the community. He goes to his home district to shred paper. Ryan communicates 3 different messages. #1- He greets the people in the office. #2- Asks if there is paper for shredding and #3- Thanks them. Those are the three messages in his AC device. When done asking different people for paper to shred in the office he proceeds to do his shredding job. He has enjoyed being out in the community and socializing.
","userID":3231,"timestamp":"2017-06-06T20:28:56.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":823,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":253,"collectionID":119,"postID":9961,"quote":""}]}},{"starID":5851,"postID":9815,"userID":2018,"timestamp":"2017-06-18T18:06:22.223","Post":{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
When we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
","userID":15974,"timestamp":"2017-05-31T13:30:51.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1311,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":235,"collectionID":117,"postID":9816,"quote":""},{"collectionItemID":263,"collectionID":121,"postID":9816,"quote":""}]}},{"starID":5853,"postID":9817,"userID":2018,"timestamp":"2017-06-18T18:08:10.52","Post":{"postID":9817,"title":"Encouraging parents to model communication on the student's device","body":"If your son/daughter has an alternative and augmentative communication or AAC device it is important to know what to do with it and how to incorporate it in your everyday life. First, it is important for you to get familiar with the AAC device or system. Try to create sentences with it and hold conversations with your partner or a friend using your child’s AAC device. Once you are more familiar with the system, it is important for you to consistently speak to your child through their mode of communication. For them to be motivated to use their device they need to be exposed to other people modeling and using their device. As you are talking to your child push the buttons along with whatever you’re saying. It is important to encourage your child to attempt to use the AAC device even if their responses are not meaningful. Do not take away the device if they are exploring their language. Instead, expand off of their words to create conversations and model back to them with their device. In conclusion, it is important to get to know your son/daughters mode of communication, model the communication consistently, and expand off of the meaningful and non meaningful responses. It is all communication. It is ok to make mistakes in this process. This is all a learning process.
","userID":14982,"timestamp":"2017-05-31T13:54:15.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":879,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":236,"collectionID":117,"postID":9817,"quote":""}]}},{"starID":5854,"postID":9826,"userID":2018,"timestamp":"2017-06-18T18:08:33.003","Post":{"postID":9826,"title":"Peer to Peer Interaction with AAC","body":"As a teacher for students with multiple disabilities, encouraging peer to peer interactions can be a major challenge. I have found that many of my students prefer to communicate with staff rather than with their own peers. Students need to be presented highly structured opportunities in order to engage in purposeful interactions with each other.
During our morning meetings, I have students practice writing letters to one another using their language on their AAC device (Touch Chat for the majority of my students). They choose their communication partner on their device and write a message or a comment related to a picture. They will then engage in a communication exchange with one another where they read their message to their partner.
It is also equally important for our students to interact with their typically developed peers. Throughout the school year, I have had a local high school student come to my classroom 3 times a week as part of their teacher prep program. This high school student needed to be trained in how to communicate with our students. Your typical high school student has most likely never even heard of Touch Chat or other similar AAC programs. I had to train her in how to communicate using each students AAC device. Many typical peers may be too timid to interact with their peers with disabilities only because they do not know how to effectively communicate with them. The more they can be accustomed to the different types of communication devices that our students use, the better communicative exchanges can occur between our students with disabilities and their typical peers.
When using AAC in the community, I notice that communication partners look to me (or other person with the individual using AAC) instead of the person using the device. I try to use non-verbal and verbal cues to indicate that the student has an AAC device and would like to communicate a message but often times they still look towards me. Is this an issue others have as well and do you have any strategies for helping community members to honor AAC?
","userID":15357,"timestamp":"2017-05-31T19:41:14.687","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":543,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":241,"collectionID":117,"postID":9825,"quote":""}]}},{"starID":5856,"postID":9827,"userID":2018,"timestamp":"2017-06-18T18:09:30.927","Post":{"postID":9827,"title":"Educating our community partners on students use of AC devices out in the community","body":"Our utilization of Alternative communication devices within the community involve a 1 button switch that states either one of the following “I would like to order ____________” or “thank you” while at the cashier counter. When the cashier has questions relating to the use of our students use of AC device for communication, this presents an opportunity to educate those in the community on AC devices. We will usually share with the cashier that our students have already made the selections prior to arriving to the counter, we as staff will then program the AC device so our students can voice their desired menu item. As we frequent these establishments regularly, the staff people will become more accustomed to our students using technology for communication and open more opportunities for dialogue on AC devices. One idea that we have yet to implement would be to type out a basic informational sheet to share at restaurants on how our students use their AC device at home or in the school environment.
","userID":14967,"timestamp":"2017-05-31T20:30:57.123","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":780,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":245,"collectionID":117,"postID":9827,"quote":""}]}},{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313","Post":{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]}},{"starID":5941,"postID":15853,"userID":2018,"timestamp":"2018-05-18T17:59:05.413","Post":{"postID":15853,"title":"Research Supports The Use Of Visuals In The Classroom","body":"Visual supports are an important tool for communication. In a 2006 article titled Learning Through Seeing and Doing; Visual Supports for Children with Autism, by Shaila Rao and Brenda Gagie, they outlined the benefits of using visual supports including:
· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
","userID":42626,"timestamp":"2018-05-15T14:44:51.477","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1376,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":349,"collectionID":142,"postID":15853,"quote":"This article outlines why visual supports are beneficial to those with Autism. "}]}},{"starID":5942,"postID":15825,"userID":2018,"timestamp":"2018-05-18T17:59:13.363","Post":{"postID":15825,"title":"Movement - Attracting Visual Attention with CVI","body":"Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Below are examples of the visual supports used in the classrooms. The first picture is an example of a child's individual schedule for the day. Most the the children take each of their small pictures and match it to a bigger picture in a certain area. This is seen in the third and sixth picture of circle, bathroom, and wash hands. The second, fourth, and fifth photos are examples of communication boards used in the classroom (in Spanish and English) to help faciliate expression language and aide in language comprehension as well. The seventh photo depicts a visual schedule of an arrival routine. Finally the last is a daily schedule for the whole class. The teacher reviews it in the beginning, middle, and end of the day. She flips over the strip in front of the class as they talk about what is \"all done\".
","userID":42626,"timestamp":"2018-05-15T15:12:07.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":350,"collectionID":142,"postID":15854,"quote":"Visual Support Examples in the Classroom"}]}},{"starID":5944,"postID":15993,"userID":2018,"timestamp":"2018-05-18T18:44:53.897","Post":{"postID":15993,"title":"Core Vocabulary and Using the Communication Matrix to Write IEP goals","body":"This year the team has focused on using core vocabulary with our students with complex communication needs. We have had a weekly CORE communication group, in addition to posting the word of the week on the door so that everyone knows what we are working on. I was involved in a Professional Learning Community this year that focused on A Tiered Approach to Core Vocabulary Intervention. I was able to learn so many more strategies and ideas to use for the upcoming year. Also, I had been using the Communication Matrix with a few of my students. It was time to write IEP goals for one of my students and I wanted to figure out how to incorporate the areas of the Communication Matrix while using core vocabulary. Since the communication matrix was able to pinpoint areas my student needed to work on, I was able to come up with a few objectives, working towards the goal. The goal that I wrote was the following: By April 2019, D will use 1-2 words (i.e. want it, more eat, help me, you go, stop walk) to express a variety of communicative intents, given access to AAC System/Core Vocabulary, during structured activities in ¾ opportunities, given a visual/gesture prompt. The communicative intents that are going to be targeted in the objectives are commenting, rejection/refusal, and making choices (which were the areas that the Communication Matrix showed were either \"not used\" or \"emerging\"). I was happy that I was able to integrate both core vocabulary and the areas of the Communication Matrix in my IEP goal.
","userID":18707,"timestamp":"2018-05-17T14:15:10.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5951,"postID":16245,"userID":2018,"timestamp":"2018-05-22T21:02:34.56","Post":{"postID":16245,"title":"Active Learning & Navigating with CVI ","body":"Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
","userID":46861,"timestamp":"2018-05-27T02:25:53.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":361,"collectionID":140,"postID":16508,"quote":"Post by Deirdre McLaughlin CF-SLP\nAn interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!"},{"collectionItemID":362,"collectionID":144,"postID":16508,"quote":""}]}},{"starID":5958,"postID":16088,"userID":2018,"timestamp":"2018-05-31T20:01:35.453","Post":{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:43:55.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":371,"collectionID":143,"postID":15711,"quote":"Colleen has given her insight from the high school level on how to build an integrated approach. "}]}},{"starID":5960,"postID":15710,"userID":2018,"timestamp":"2018-05-31T20:02:27.97","Post":{"postID":15710,"title":"Using Aug Com Across Contexts; Making It Fun Makes It Meaningful","body":"This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:17:50.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":775,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":372,"collectionID":143,"postID":15710,"quote":"This post relates to how to push into the classroom and how to model using AAC. "}]}},{"starID":5961,"postID":15649,"userID":2018,"timestamp":"2018-05-31T20:02:35.173","Post":{"postID":15649,"title":"Consistency is key!","body":"Being a teacher where all 6 of my students use communication devices can be overwhelming at times. In the beginning of the year all my students did not use their communication devices independently and needed alot of hand over hand assistance to participate in class. So as the assignments were being completed it would take awhile to get through the lessons because the paras and myself made sure that every student's voice was being heard. Now at this time of the year, the students are using their communication devices more and independently. They are able to navigate through the pages on their devices and participate in class. It's nice to see all my students sharing their answers in the classroom. It shows they are attending to lessons and learning is happening. Great job!!
","userID":40678,"timestamp":"2018-05-08T17:52:28.583","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":49,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5962,"postID":16721,"userID":2018,"timestamp":"2018-06-04T23:18:24.767","Post":{"postID":16721,"title":"Supportive Sabotage","body":"Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]}},{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623","Post":{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n
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The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
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\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]}},{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627","Post":{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"
\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]}},{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127","Post":{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]}},{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313","Post":{"postID":17567,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
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\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
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\n-PBIS/Second\nStep programming
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\nRESULTS:
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\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
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\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
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\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
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\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]}},{"starID":6103,"postID":24444,"userID":2018,"timestamp":"2020-08-05T19:36:16.383","Post":{"postID":24444,"title":"Incorporating The Senses Into Communication and Play Development","body":"Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
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learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}],"Posts1":[{"postID":3963,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4276,"title":"Object Representation Systems","body":"It is often very time consuming creating object representation systems. Whether using objects for visual, cognitive or language purposes, it is important to take into consideration during your assessment & implementation of an object system - what type of object is meaningful to your child/student. Please don't assume that a whole object or miniature is the way to go with everyone on the planet ;)\r\n For some people, it is a whole item that represents the same item, an action with that item, an emotion or other description, or even that object can represent a category of items. For some it may be a part to a whole (such as the handle from the toilet rather than a miniature toilet). For some it is a texture (such as sandpaper to represent the roughness of the bricks on your house or represents the category of buildings).\r\nIn any case, it can take a extensive amount of time to build up an object system. One source to take a look at are the Tangible Object Card Sets from Adaptivation Inc. \r\nhttp://www.adaptivation.com/product_detail.php?ID=194\r\nLori Dahlquist, a Speech Language Pathologist on the Adaptivation team, has written an article on \"Communication and the Use of Tangible Symbols\" that may be helpful in schools.\r\nhttp://www.adaptivation.com/uploads/documents/Communication%20and%20the%20use%20of%20tangible%20symbols_dahlquist.pdf ","userID":2018,"timestamp":"2015-02-07T11:15:22.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2043,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2149,"postID":4276,"userID":2023,"timestamp":"2015-02-09T11:35:59.103"}],"PostCollectionItems":[{"collectionItemID":307,"collectionID":137,"postID":4276,"quote":"Object Systems aren't always a whole item"}]},{"postID":4277,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4278,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4279,"title":"Music and AAC","body":"The Grammy Awards remind us of the importance of communication in all areas of life. These 2 videos of a young boy first telling his mom and then his grandma about the family band, and the videos will just delight you. He uses a communication system called PODD (Pragmatic Organization of Dynamic Displays) a language representation system that has both paper and electronic based options. In these videos you will see and hear this young boy \"tell\" about all the members of the family and which instruments they are to play. \r\nCallaghan 2 years 11 months navigates through multiple categories and branches of his 16 cell location PODD book to talk about his latest interest 'music'. If you've never experienced a PODD paper system, it's called a \"smart partner system\". Wherever the child points, the person with them provides the voice output; if they land on a cell that has a LINK, the adult changes the pages for them. His mother may be speaking out loud the symbols that he is pointing to, but it is certainly the story that he has to tell -his way!","userID":2018,"timestamp":"2015-02-08T21:58:34.547","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2148,"postID":4279,"userID":2023,"timestamp":"2015-02-09T11:24:04.117"}],"PostCollectionItems":[]},{"postID":4280,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4281,"title":"Demystifying AAC","body":"Ajit, one of the developers of the Avaz AAC app conducts a 55 minute webinar on the basics of AAC without it being about any particular AAC tool. He does a very nice presentation at describing the social need for communication, the differences between speech and language, and lays out what he calls \"the anatomy of a conversation\", which often makes communication so difficult for children on the autism spectrum.\r\n\r\nIf you have time to continue beyond the first 15 minutes in the webinar, you will learn about what therapists mean when they are talking about what children gain from having \"core vocabulary\" and having \"pragmatic vocabulary\" and \"content words/nouns\".\r\n\r\nContinuing on, he covers implementation strategies in AAC such as Aided Language Stimulation, Color Coding, Learn-ability of Symbols, Growing a System with your Child, and Motor Planning for Fluency. He pretty much hits all the topics of the today!\r\n\r\nAgain, what is nice about this webinar is that he is not \"selling\" his system, it is a solid one hour AAC introduction without \"bells and whistles\".","userID":2018,"timestamp":"2015-02-09T13:20:35.457","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":68,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4282,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4283,"title":"Communication, Literacy & Angelman Syndrome","body":"Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. ","userID":2018,"timestamp":"2015-02-09T13:26:18.903","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2227,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2152,"postID":4283,"userID":2023,"timestamp":"2015-02-10T10:02:40.37"},{"starID":2159,"postID":4283,"userID":3233,"timestamp":"2015-02-11T13:50:20.553"},{"starID":6164,"postID":4283,"userID":284154,"timestamp":"2024-02-06T18:21:42.877"}],"PostCollectionItems":[{"collectionItemID":274,"collectionID":123,"postID":4283,"quote":"I'd like to add this post from Kelly Fonner as it features resources from two experts in emergent writing, Caroline Musselwhite and Gretchen Hanser. Additionally, emergent writing is an emergent literacy skill and all of these skills should be worked on at the same time!"}]},{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2150,"postID":4284,"userID":2023,"timestamp":"2015-02-10T08:42:38.4"},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07"}],"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]},{"postID":4285,"title":"Free Communication & AAC training at AbleNet University","body":"At AbleNet University, there is an opportunity to register for upcoming free webinars in aspects of communication at all 7 levels that are addressed in the Communication Matrix. The website is at\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nFor those who are interested in training for communicators at Communication Matrix Levels 1, 2, & 3 - you may be interested in the assessment, implementation & data collection strategies from CEP: Communication Enhancement Process that are represented across 3 webinars in the AbleNet University recorded: Communication section - AAC into the Classroom for Students with Significant Disabilities.\r\n\r\nFor those with individuals starting to use or inconsistently using AAC systems and are mostly at Communication Matrix Levels 4, 5, 6, & 7 - check out the 2 webinars that make up the ECT: Environmental Communication Training series. These are also in the AbleNet University recorded: Communication section.","userID":2018,"timestamp":"2015-02-09T13:43:52.807","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":127,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2157,"postID":4285,"userID":3154,"timestamp":"2015-02-10T14:13:47.05"}],"PostCollectionItems":[]},{"postID":4286,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4287,"title":"The Everybody Communicates Challenge","body":"In February 2015 AAC Consultant, Author & Developer, Pati King-Baun will initiating the \"Everyone Communicates Challenge\". Available to educators, SLPs, family members of children and teens with complex communication needs, Pati will be providing access to a communication system & 20 days of school based activities that support language learning. Sign-up will take place on\r\nhttp://creativecommunicating.com/creative-communicating/index.php/everyone-communicates/","userID":2018,"timestamp":"2015-02-09T13:47:14.13","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2151,"postID":4287,"userID":2023,"timestamp":"2015-02-10T10:02:20.933"},{"starID":2164,"postID":4287,"userID":3256,"timestamp":"2015-02-17T21:35:57.337"}],"PostCollectionItems":[]},{"postID":4293,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4294,"title":"Sequential Messages from a Single Switch","body":"For students who have difficulty with more than one activation point, but have more than one thing to say, as well as for those that you want to encourage continued conversations & \"chatting\" - try out one of the many options in sequential messaging. These products can be used for introducing multiple messages, social chatting, for initiating social interaction that is then carried out with other modalities/AAC strategies, and vocational scripting that includes expressive communication. \r\nSequential devices can also be a strategy that introduce new expressive communication to individuals and allows for the emphasis to be put on the social aspect of communication, rather than on the individual hunting for messages. Of course, this is not for all expressive needs, but for fast, new, or socially stressful situations, these tools may be something to consider as a part of a range of tools in someone's AAC system set.\r\nAttached are some images of products including light tech tools, apps, and handouts on implementation strategies for sequencing tools & messages.","userID":2018,"timestamp":"2015-02-10T22:45:38.697","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2174,"postID":4294,"userID":2023,"timestamp":"2015-02-23T12:14:48.5"}],"PostCollectionItems":[]},{"postID":4295,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4296,"title":"PSU Kids Website for Early Intervention & Communication","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1\r\n","userID":2018,"timestamp":"2015-02-10T23:16:40.127","posted":false,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4297,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4298,"title":"PSU Communication Supports for Infants & Toddlers","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1","userID":2018,"timestamp":"2015-02-11T01:11:29.37","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5298,"title":"Maya Finds Her Voice","body":"Follow these 2+ years of a video documented account of Maya, as a mother tells the journey of navigating augmentative & alternative communication from her daughter's 2nd to 5th birthdays. She will talk of the forward strides and the mis-steps, and share with you these examples through many videos that show a range of AAC options that helped to scaffold Maya to her current system. \r\nJust a note: While watching the videos - just be aware - that several of the videos put Maya in the position of having to \"perform\" with her current AAC system. \"show me this\"... \"tell me this\". but this is often what happens when one just turns on a camera to show what a kid can do with symbol cards, a device or an app; rather than just running the video during natural situations in the day which lend themselves to chatting. \r\nNone the less, you will see in a mere 10 minutes how 2 focused years can make all the difference! It does not just happen because you put an app infront of a child or when you just fly by the seat of your pants! A lot of planful work went into this child, both from the family, clinician and educators side. Well done Maya! Well done Mom!","userID":2018,"timestamp":"2015-02-11T23:03:29.137","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2006,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2161,"postID":5298,"userID":2023,"timestamp":"2015-02-13T15:12:38.373"}],"PostCollectionItems":[{"collectionItemID":329,"collectionID":138,"postID":5298,"quote":"In this post Kelly highlights a video that follows several years of a young girl, Maya, learning to use her AAC device."},{"collectionItemID":332,"collectionID":139,"postID":5298,"quote":"In this post, Kelly shares a video that follows several years of a young girl, Maya, learning to use her AAC device"}]},{"postID":5299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5300,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5301,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5307,"title":"Mateo's Story of how Language + Literacy = Empowerment","body":"I must start out by saying that there are many stories that choke me up. I do not personally know this young man or his parents. His mother writes beautifully of the struggles and the rewards of their experiences with complex communication needs and the surrounding social impacts of navigating a desire to have \"true inclusion\" for her son both in school activities and in related activities, such as the track team. How much of every day is impacted by the ability for your child/student to communicate with others and for those unfamiliar with your child/student to be comfortable communicating with them. Sometimes that means going outside of your comfort zone, outside of the bubble of your protected \"known\" environment. It can be very difficult, and it can have huge rewards.\r\nI share this also from a family member perspective. My sister-in-law had Cerebral Palsy and communication struggles, especially in her 60s and 70s when seating, breath support and age started to take their toll on her body and voice. She used a communication board in those later years to communicate with unfamiliar partners and in her last years, with all of us, through her pointing & then through partner assisted scanning. It wasn't easy, but it was well worth it. Literacy was a huge important factor in her life. Reading kept her self motivated. It gave her topics to discuss with people. It helped to build friendships and work. I am so glad that people in her life always assumed she could without making her prove it first. In many ways growing up in the 40s and 50s was easier and also harder than it is now.\r\nSo back to Mateo - Read and see images of Mateo's story at Voices For All\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion/\r\nAnd see 9th grader, Mateo present to his school board about his experiences at a Literacy Camp - CampAlec\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion-2/\r\nIt does take work from many people, but it is worth it!","userID":2018,"timestamp":"2015-02-12T15:01:03.92","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":337,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2160,"postID":5307,"userID":2023,"timestamp":"2015-02-13T15:12:19.117"}],"PostCollectionItems":[]},{"postID":5308,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5309,"title":"Training through Rett University ","body":"\r\nThere is a new source of training for parents & providers of services to children with RETT Syndrome. Rett University is an e-learning platform specifically designed for educators and therapists of students with Rett Syndrome . Experienced professionals share their cutting-edge knowledge on how to support their students with Rett Syndrome and push them to their highest levels of academic, physical and personal achievement. Courses are designed to teach you how to:\r\n-help your student/child learn to read and write\r\n-develop real communication skills\r\n-learn strategies for sensory regulation\r\n-learn where to start when initially diagnosed to build communication and appropriate expectations\r\n-develop effective appropriate IEP goals\r\n\r\nRett University is brought to you by Girl Power 2 Cure in partnership with Susan Norwell and other well know advisers who specialize in literacy, language, movement, communication, & medical issues of individuals with Rett Syndrome . Together with Udemy.com, a leading e-learning company, this website has launched in the fall of 2014. Courses are added regularly and there is a newsletter to keep you informed. \r\n http://www.rett-u.org/","userID":2018,"timestamp":"2015-02-13T15:41:14.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2162,"postID":5309,"userID":3238,"timestamp":"2015-02-17T06:40:33.247"}],"PostCollectionItems":[]},{"postID":5310,"title":"Credits for Coursework through Home CEU Connection ","body":"This website provides opportunities to further your study on Beginning Communication, Assessment, Augmentative & Alternative Communication, Switch Access, Electronic Aides of Daily Living, & other issues & strategies that impact your knowledge & work with children & youth with complex communication needs. This website provides state & organization approved credit training for SLPs, OTs, OTAs, PTs, & PTAs in a variety of topics right in the comfort of your own home. \r\nFor topics that impact the population of students served in the context of the Communication Matrix, do searches for courses taught by Patricia Ourand, Michelle Lange, Kelly Fonner, and Cara Koscinski.\r\nhttps://www.homeceuconnection.com","userID":2018,"timestamp":"2015-02-15T15:49:12.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":973,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5311,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5312,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":40,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5313,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5318,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057"}],"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]},{"postID":5323,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5324,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5325,"title":"Summer Camp Experiences for Children & Youth with Complex Communication Needs","body":"There are a variety of options in Summer Camps for Children & Youth with CCN (Complex Communication Needs). Some camps focus on the communication experience, some on the basic summer camp experience, some on literacy, some on a little bit of everything. There are day camps and overnight camp options in several states, here are just 4 options:\r\nBuilding Bridges Camp & Training Institute - an experience for both campers & educators/practitioners, the 2015 dates are July 8-15. More information is at http://www.bridgeschool.org/outreach/camp/index.php\r\nAAC and Literacy Camps - 2 opportunities to Experience a week of Literacy Learning under the guidance of staff from the Center for Literacy & Disability Studies from the University of North Carolina - Chapel Hill & other professionals. Camp Courage is in Maple Lake, Minnesota (June 19-25, 2015) and Camp ALEC is in Grand Rapids, Michigan (August 8-15, 2015) http://www.med.unc.edu/ahs/clds/camp-alec\r\nI CAN TALK AAC SUMMER CAMP - Pittsburgh, PA - Dates are July 29 - August 1, 2015 - for the summer of 2-15 the theme is “UNDER THE MICROSCOPE http://www.icantalkclinic.com/2015-camp.html","userID":2018,"timestamp":"2015-02-20T01:49:20.7","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1089,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2169,"postID":5325,"userID":1012,"timestamp":"2015-02-20T10:15:43.207"}],"PostCollectionItems":[{"collectionItemID":73,"collectionID":60,"postID":5325,"quote":"Videos can tell the story of a camper and adults day so much more than words."}]},{"postID":5326,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5327,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5328,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5331,"title":"Babies with iPads","body":"There is a blog called \"Babies with iPads\" that was started in July 2010 and is written by a developmental/vision specialist for WV Birth to Three, who has been working with babies/toddlers with special needs since 1988. There are many guest bloggers who are parents of children with special needs who share their stories of how their own babies & children under 3 are using particular apps or how they have the iPad set up with accessibility options and creative solutions.\r\nThe blog host posts that the blog is designed to document infants/toddlers with disabilities using an iPad to promote their development and hopes to show how this technology can help children with disabilities develop their communication, play, pre-literacy, cognitive, visual/auditory and motor skills. There are many, many images, videos and descriptions of communication apps \"how-tos\", but also implementation ideas, & also results of young children gaining exposure early on in their development.\r\nYou can, as I have, spend hours of your time exploring these stories, and still not be 5 pages into this blog. You will also find video of children with some of the rarer syndromes, such as Cri du Chat Syndrome, that are also quantified here in the Shared Science section of the Communication Matrix Community. You will also find blogs dedicated to showing apps especially good for children with CVI, Cortical Vision Impairment.\r\nhttp://babieswithipads.blogspot.com/","userID":2018,"timestamp":"2015-02-20T14:24:02.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2173,"postID":5331,"userID":2023,"timestamp":"2015-02-23T12:10:53.257"}],"PostCollectionItems":[]},{"postID":5335,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5336,"title":"PECS®: Picture Exchange Communication System","body":"PECS® is a system often used with early augmentative communicators and has a training strategy that family and staff may or may not have had complete training on the process of the exchange as a communicative behavior. Sometimes it's only the staff that gets trained and families don't have the option of attending. In some cases, only professional staff attend, and yet it's the para-professionals that implement the process under the guidance of SLPs and/or teachers who may not realize that they've missed passing on some of the message behind moving through PECS® stages with fidelity. In too many cases, several of my colleagues and myself have witnessed, what we've referred to as \"mis-PECS®\" or \"PECS® gone wrong\" and people have turned a communicative act into \"work\", or worse, an opportunity to \"test\" or \"quiz' a student on what they know. COMMUNICATING is not QUIZ.\r\nSo here is an opportunity to catch up on what PECS® really is, without the long training. It is not a replacement of the full training. You will learn so much from the complete training; but in a pinch, here is Lori Frost, MS, CCC-SLP, co-developer of the Picture Exchange Communication System® (PECS®) and co-founder of Pyramid Educational Consultants, as she introduces the Picture Exchange Communication System (PECS). \r\nThis 48 minute video includes a synopsis (NOT a FULL TRAINING) of the 6 training phases of PECS®, a discussions of the myths and facts associated with PECS® as well as an overview of the research related to PECS®. *Please note this video is an overview only and is not intended as a training workshop. ","userID":2018,"timestamp":"2015-02-21T20:44:27.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2026,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2172,"postID":5336,"userID":2023,"timestamp":"2015-02-23T12:10:35.63"}],"PostCollectionItems":[]},{"postID":5337,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5338,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5339,"title":"Real Look Autism Video Series","body":"www.reallookautism.com is a non-profit organization with a website and YouTube channel dedicated to supporting families and educators who have children & youth with autism. Paraphrasing from their information - The website will give you some great ideas for living with & working with children who have Autism Spectrum Disorders and also serve as a place to share your own insights....They attempt to present different therapies and strategies using video in a very focused and thoughtful way. They present these short edited video stories paired with an article on the same topic written by a parent or specialist…Or both!\r\nOn the YouTube Channel, there are over 13 videos; they refer to as \"episodes\". The topics cover communication, play, shopping, camping, art therapy, eating, emotions, and personal hygiene. And don't forget there is a paired story back on the website for every topic. \r\nThe communication topic is included in this post and here is a link to the article that goes along with the video. \r\nhttp://www.reallookautism.com/2012/01/communication-device/","userID":2018,"timestamp":"2015-02-23T10:10:31.26","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1726,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2171,"postID":5339,"userID":2023,"timestamp":"2015-02-23T12:09:51.877"}],"PostCollectionItems":[{"collectionItemID":316,"collectionID":138,"postID":5339,"quote":"In this post, Kelly introduces www.reallookautism.com as a website and YouTube channel that provides information for living and working with children with autism spectrum disorders. "}]},{"postID":5340,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5341,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5342,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5344,"title":"Does AAC impede natural speech? and other fears","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:46:22.15","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5345,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5346,"title":"Does AAC impede natural speech?and other fears.","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:53:37.537","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"common concerns from families and staff","show":true,"views":2059,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2175,"postID":5346,"userID":2023,"timestamp":"2015-02-25T10:07:08.41"},{"starID":2176,"postID":5346,"userID":9043,"timestamp":"2015-02-25T10:07:55.187"},{"starID":2178,"postID":5346,"userID":3256,"timestamp":"2015-02-25T21:56:22.67"}],"PostCollectionItems":[]},{"postID":5347,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5362,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5363,"title":"Teaching Learners with Multiple Needs","body":"Teaching Learners with Multiple Needs is a website & blog by Special Educator & Assistive Technology Specialist, Kate Ahern. Kate has been posting information on educating students with severe disabilities since 2006, including students with Rett Syndrome and Autism. She includes Communication strategies and information on AAC Dynamic Displays that are both in Devices and Static, Increasing speech through AAC use, Photos and Symbols, and Eye Gaze. Her Periodic Table for AAC is attached to this post.\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/\r\nIn addition to the Communication strategies, she also has related content on hard to find information such as Clothing for students with severe disabilities, Swimming, Switches, Paraprofessional Resources, iPad Apps & Software Recommendations, Alternate formats for books and stories and other literacy strategies.","userID":2018,"timestamp":"2015-03-01T09:55:18.07","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This blog contains a wealth of information specific to Rett Syndrome but also related to AAC in general. Check it out!","show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5364,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5384,"title":"AAC in Early Childhood","body":"Dr. Rae Sonnenmeier of the Institute on Disability at the University of New Hampshire discusses reasons why it is important to support the use of AAC in the early childhood environment. She introduces a 5-step process for developing communication through AAC. And she includes research findings on Early Childhood use of AAC.\r\nhttps://vimeo.com/91725812\r\nThe webinar is a recorded 45 minutes long and includes demonstrations from current AAC technologies including AAC apps.","userID":2018,"timestamp":"2015-03-10T17:06:19.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5385,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5387,"title":"Every Move Counts Assessment and Intervention","body":"Every Move Counts is a Sensory based Communication Assessment and Intervention Planning Process. Used by therapists and educators who have received training by some of the authors, Jane Korsten and Terry Foss, staff & families introduce a wide variety of sensory-related stimuli systematically to a child and observe, often through video of their reactions, from slight or very noticeable. These movements of a child's eyes, body or hands, towards or away from the item that created a sound, or light source or vibration, are noted as communicative and potential options to build upon augmentative or alternative strategies for communication. Data collection is a well organized part of the assessment and intervention planning.\r\nAt the Every Move Counts website, you can find information on the strategies through video, articles and other downloads. You can also order the complete book that teaches all of the strategies and find out about workshops on the topic of developing communication through sensory techniques.","userID":2018,"timestamp":"2015-03-13T22:35:39.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":17642,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":12,"collectionID":1,"postID":5387,"quote":"This instrument is appropriate for individuals with severe/multiple disabilities and sensory impairments."}]},{"postID":5388,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5389,"title":"Emergent Communicators - If You Listen, You Will Hear Us","body":"There is a 10 minute video that communicate in images so much of what many of try to get across when describing the extreme importance of creating opportunities for expressive communication for individuals who are emergent communicators. This video was filmed in 2013 by the Leicester and Leicestershire Learning Disability Partnership Boards along with frontline staff, carers and people with learning disabilities themselves. . The videos were done at the Hastings Road Day Centre, Leicester, and Glebe House, Loughborough, England. \r\nThe video was created to demonstrate alternative styles of communication to those that may be unfamiliar with individuals who have complex disabilities and communicate in sensory and behavioral ways. There is a nice explanation, images and video of \"Communication Passports\". The intervention of having descriptive books with pictures that describe the person, their likes, dislikes, family members, conversation patterns, social topics and all things that have to do with their communication. For those of you that work with teens and young adults, this will be a nice viewing, because so much of what we see in video is of young children in the emergent communication levels. This video of young and older adults communicating through sensory based techniques is encouraging and of course we are all ready for each and every one to take the next step on the communication ladder! Everyone just needs to be given opportunity, good models of expressive communication and of course, truly expectant and engaging partners.\r\n\r\nFrom the website - \"People with PMLD (Profound & Multiple Learning Disabilities - a term used in the U.K.) have severely limited understanding and often have more than one disability, such as problems with seeing, hearing and movement. They may also have other conditions such as epilepsy or autism. This all means that patients will have complex health needs, great difficulty communicating and sometimes challenging behaviour. The guidelines cover the need to value all ways of communicating, the fact that everyone communicates, how a very personalised approach is needed for people with PMLD, how gaining views may take a long time and some educated guess work along the way, and that family carers know their relative the best and are the experts. It's about building a long-term picture of what people PMLD like and dislike and what their wishes are. \"","userID":2018,"timestamp":"2015-03-14T01:16:52.957","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3181,"postID":5389,"userID":2023,"timestamp":"2015-03-20T09:02:48.623"}],"PostCollectionItems":[]},{"postID":5390,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5391,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5392,"title":"Autism & AAC Apps: Evaluating Your Options Workshop","body":"AAC Institute along with ICAN Talk Clinic’s staff is offering a 1.5-day workshop for attendees to learn about and interact with communication apps on iPads or other mobile technologies designed for individuals with autism spectrum disorder. This workshop is being offered by the AAC Institute as part of their professional continuing education program. Attendees have the option to earn continuing education units required for professional development.\r\nMay 7&8/2015\r\nhttp://www.icantalkclinic.com/autismaac-app-workshop.html\r\nDay 1: After the morning presentation by Katya Hill, Ph.D., CCC-SLP, Executive Director of AACI of evidence-based research on AAC apps, strategies and resources to support identifying app features and the matching persons with technology process, attendees will head to each of four (4) participating App company classrooms for 1.5 hour rotating sessions. The sessions will provide hands-on training to become familiar with the featured communication App(s) and intervention resources offered to support App users with autism and their teams. \r\n\r\nThe four participating AAC app companies with classrooms can create a learning environment that represents their products, supports and services. Also, Day 1 includes an Exhibitor walk-about during lunchtime and afternoon demonstrations in the ballroom where other companies will be demonstrating their Apps, resources and products. Day 1 concludes with a “happy hour” informal networking opportunity for attendees, company representatives and exhibitors. \r\n\r\nDay 2: After breakfast attendees go to their final concurrent classroom training session. After the morning break, all will gather for a panel discussion with the concurrent classroom App representatives and a wrap-up Q&A. App companies are free to stay in their classrooms once the main conference is adjourned for any scheduled 1:1 meetings they may wish to schedule. Attendees will leave the workshop fully informed and able to identify AAC App options for a person with autism.","userID":2018,"timestamp":"2015-03-15T09:51:09.19","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5393,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5394,"title":"Prompting Strategies","body":"There are many practices, strategies, researched methods and opinions on prompting strategies. Prompting is a strategy utilized in implementing communication interventions with children in all the levels of Communication Matrix.\r\n Too often when an adult is excited about getting their child or student to use an AAC app or Big Mack, or any AAC device, they give simple commands such as \"hit the switch\" or \"press this\". When doing so, all the child is learning is to follow directions - they are not learning the \"why\" they are to talk with this device or \"why they are saying this particular message\". They are just doing what someone told them to do. And when the situation occurs again, they are dependent upon that adult telling them , or showing them what to do again.. and thus, the prompt dependency cycle begins.\r\nIt needs to be recognized that prompting for communication can differ greatly than prompting for response to instructional questions or task oriented activities. In communication interactions multiple factors occur. It is more than the saying of a message, when it is by speech, or the pressing of key on a single button device, or a multi-key communication device or iPad app. There are social, linguistic, and strategic factors in communication. If the student is using a device or app, there are also operational factors. The pragmatics of the communication interaction that influence the communication intent are always in play during communication. So, talking to someone is not as simple as \"hit the switch\". These skills are not to be overlooked when teaching a child to interact utilizing AAC strategies, and need to be accounted for when considering what type of prompting you are to use with your student when training them to communicate.\r\nWhen we use thoughtful, environmentally based cues prior to the communication and communication based prompts that connect the student back to the communication intent after the they were expected to communicate, prompt dependency is less likely to develop. Least -to-Most strategies are connected to this type of prompting. Where full models are the last in the hierarchy, rather than starting with a full model and fading.\r\nHere are some supportive websites and documents to key you in on prompting strategies\r\nFrom I Can Talk website - Prompting Strategies\r\nhttp://www.icantalkclinic.com/aaction-points/aac-prompting-strategies\r\nFrom Every Move Counts - Prompting - A Cautionary Tale\r\nhttp://www.everymovecounts.net/articles.html","userID":2018,"timestamp":"2015-03-15T10:31:45.273","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":6536,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":401,"collectionID":154,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies. "},{"collectionItemID":405,"collectionID":155,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies."}]},{"postID":5395,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5397,"title":"Building Personalized Participation Packages","body":"There is a free 45 minute webinar on Building Personalized Participation Packages by Presenter, Terry Wendorf, available at the Ablenet University website for anyone to watch at whatever time is convenient for you.\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nThe description from the website: In this webinar, we will look at designing personalized learning packages that can increase participation for students with complex communication needs and/or severe multiple disabilities. Key equipment that will be incorporated into the participation packages will include the AbleNet PowerLink, the All-Turn-It Spinner, and dedicated speech generating devices such as the Step-by-Step. This is a \"DIY\" guide to creating your own participation/learning packages for your individual students/clients that will increase communication opportunities and physical participation.","userID":2018,"timestamp":"2015-03-17T16:48:16.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5398,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5425,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5431,"title":"Supports for Goal Writing for students with Communication Systems","body":"Kate Ahern has posted on the QIAT (Quality Indicators of Assistive Technology Services www.QIAT.org) List information on how she writes goals for her students who have communication systems. Here is the passage from her posting on that list with a link to her website and an article at the end.\r\n--from the list--\r\n\"Well for the student I describe - using a PODD 15+ on an iPad as an emergent communicator (background age 12, Angelman Syndrome, in an ABA school doings symbol based choice making between jelly bean and gummy bear but using her talker at home to do much more) I would like her goals to be:\r\nLanguage Benchmark: Given her talker and decreasing verbal cues from baseline, S will combine a noun/verb or verb/noun to request (want drink), answer questions (she go) or describe (I like) 15 times per day with 75% independence\"\r\nOperational Goal:\r\nGiven her talker with a carry strap S will bring her talker with her when moving from room to room without cues 85% of the time. \r\nSocial Goal:\r\nGiven her talker and modeling by adults and peers, S will respond to common social questions in a logical/understandable manner in context at least 3x per day with 75% accuracy and independence. \r\nStrategic Benchmark:\r\nGiven visual cues, modeling and her talker, S will tell her communication partner when they do no understand her message in 50% of communication breakdowns. \r\nSelf-Advocacy:\r\nGiven her completed visual schedule and her talker, S will accurately retell at least two events from her day with 75% independence. \r\nYou can read more about how I write AAC goals here: http://teachinglearnerswithmultipleneeds.blogspot.com/2014/04/meaningful-and-evidence-based-goals.html?m=1\"\r\n\r\nFor more information on PODD and PODD training in the US and Canada\r\nwww.PODDUSA.com","userID":2018,"timestamp":"2015-04-08T14:54:44.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1970,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3184,"postID":5431,"userID":2023,"timestamp":"2015-04-09T10:00:15.083"}],"PostCollectionItems":[]},{"postID":5432,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5499,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5537,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5538,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5548,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913"},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627"}],"PostCollectionItems":[]},{"postID":5550,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5551,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5552,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5553,"title":"Using information from Communication Matrix in the Classroom","body":"Consider using the information that you know about your students from the communication matrix when organizing groups. They can be organized into small or large group activities with like communicators or with communicators that have a variety of skills that can provide models for one another. Here is a form that can be used to provide an overview of the information that you have from the matrix.\r\n\r\nOn the form students are listed, marked by major level of the matrix, their main modality of communication is listed and other identifiers. Having all of this information in a one place overview can be helpful for quick planning.","userID":2018,"timestamp":"2015-06-02T23:29:53.28","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":329,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5554,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187"},{"starID":4390,"postID":5556,"userID":3256,"timestamp":"2015-12-03T11:15:30.657"}],"PostCollectionItems":[]},{"postID":5557,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6577,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6578,"title":"AAC supports for teachers","body":"Miami-Dade County Public school system has shared a resource that they have created for their teachers. It is for everyone to know how to most effectively use AAC tools that are in their classrooms, as well as the strategies that support the development of communication. They describe it well to staff as \"No AAC device or picture communication system stands alone. Just as children need interaction and reinforcement from adults to learn to speak, they will need the same attention to learn to use AAC. It is helpful to think of learning to use AAC as learning a new language.\"\r\nStrategies are put into these major categories, that are lessons from research and best practices.\r\n1) Use the daily routine as a framework\r\n2) Use motivating messages\r\n3) Model use of AAC\r\n4) Give cues and wait time\r\n5) Practice the prompt hierarchy\r\n6) Build empowerment, initiative and ownership \r\n7) Provide feedback\r\n8) Sabotage\r\n9) Keep materials accessible\r\n10) Use symbol system\r\nThe full set of information can be found at this website: http://prekese.dadeschools.net/AdaptationStation/aac.html#model","userID":2018,"timestamp":"2015-06-19T22:07:10.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1631,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":266,"collectionID":121,"postID":6578,"quote":""}]},{"postID":6579,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6580,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6581,"title":"Commercial Tangible Systems","body":"Creating Tangible systems can be time consuming. Often teams are creating each item individually rather than thinking of each item/word as a message in a larger language system. There are several tangible or object systems that have a common structure to them that you may want to investigate.\r\nAdaptivation - Tangible Object Cards http://www.adaptivation.com/product_detail.php?ID=194\r\nAttainment Company now has a Tactile Talk Tool Kit for the GoTalk Now App http://www.attainmentcompany.com/tactiletalk-toolkit\r\nBritteny Asher Consulting has a system called the LORAC http://www.brittenyasherconsulting.com/products/shop/\r\nFrom the American Printing House for the Blind - 2 products: STACS: Standardized Tactile Augmentative Communication Symbols Kit & Tactile Connections Kit: Symbols for Communication http://shop.aph.org/webapp/wcs/stores/\r\nfrom the Texas School for the Blind & Visually Impaired, a free resource on creating and their system, a Tactile Symbols Directory. At their website they also have pictures of each symbol in the directory and a video explaining the system. http://www.tsbvi.edu/tactile-symbols#ACTIONS\r\nFor Displaying, Sorting & Mounting these objects, look to the velcro boards & displays from Augmentative Resources. They have many creative portable carrying cases and table top mounts for you to use to present these types of symbols for communication, a behavior chart or schedule display. http://www.augresources.com/\r\n\r\nFor more information on Tangible Symbol Systems, Design To Learn has books and a video describing Tangible symbols as two- and three-dimensional objects used as symbols by individuals who have difficulty understanding abstract symbols such as speech, manual sign language or other abstract symbols. These products describe instructional strategies appropriate for a broad range of learners of all ages who need a conceptually concrete symbol system. http://www.designtolearn.com/products/tangible_symbol_systems\r\n","userID":2018,"timestamp":"2015-06-19T23:26:17.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3098,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":302,"collectionID":137,"postID":6581,"quote":"Commercial Tangible/Object Symbol Systems can save time and add consistency"}]},{"postID":6582,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6583,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6584,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6740,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4281,"postID":6741,"userID":6428,"timestamp":"2015-10-05T09:26:40.287"},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857"},{"starID":4388,"postID":6741,"userID":5388,"timestamp":"2015-12-03T11:07:17.68"}],"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]},{"postID":6742,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6743,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6756,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6777,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6778,"title":"International AAC Month Campaign 2015 – October","body":"The Power of Connection – A voice for all . . . a voice of one’s choice . . .
learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}]}},{"collectionID":111,"name":"AAC Program: Now, Needs, and Next ","description":"This collection was created to share a process for how you might identify, organize, and prioritize information related to an AAC system. The structure and content have evolved out of my work with hundreds of educational teams over the last two decades, as well as my ongoing professional development activities.\n\nI use a simple five-part structure to organize the information, and have identified five essential AAC practices in each of these areas. These practices were selected based on their strong contributions to a successful AAC system and are supported by the current AAC literature.\n\nWhile these are not the only elements necessary for a successful AAC system, a system without many of these elements would not likely achieve meaningful communication outcomes. Hopefully this collection will spark conversations, inspire new ideas, and help to guide you in the selection of appropriate practices to support the individuals you live and/or work with who need AAC support.","dateCreated":"2017-04-16T17:07:18.46","bio":"I earned a B.S. in Communication Disorders from the University of Massachusetts at Amherst, then earned a M.S. in Speech-Language Pathology from the University of Vermont. During my Master’s program, I participated in a 2-year USDOE training grant focused on academic coursework and clinical experiences in Augmentative and Alternative Communication. I worked for Massachusetts Easter Seals Society for eleven years before moving to Vermont to take a position as a research associate in the College of Education and Social Services. For the last thirteen years I have been a part of a statewide Interdisciplinary Team (Vermont I-Team) within the Center on Disability and Community Inclusion, which is Vermont’s designated University Center on Excellence in Developmental Disability (UCEDD). As a statewide Augmentative Communication Consultant, I travel around the state to provide technical assistance and training to teams that work with students with complex communication needs ages 6-22. Each year I consult to 50+ teams, supporting them in their work and promoting the I-Team’s vision that “Every child and youth in Vermont who requires intensive special education is welcome in her/his class and community, is taught well, and has access to needed resources for a quality education.”.","published":true,"userID":6404,"PostCollectionItems":[{"collectionItemID":215,"collectionID":111,"postID":9753,"quote":"","Post":{"postID":9753,"title":"TARGETS of an AAC Program","body":"“Students initiate communication of their own thoughts and ideas by combining appropriate vocabulary to express messages for different purposes, people, places, and activities.”
Introduction
The first section of our framework is called “Targets”, and reflects recommended communication outcomes. These outcomes, commonly represented as IEP goals, drive every aspect of the AAC program. Goals specify what we hope our students will achieve, and guide our choice of instructional approaches and interventions. They impact our selection of AAC supports and dictate how progress is measured. In short, they represent the focus of our program and reflect a vision of our students’ future.
Within the realm of all possible communication goals, there are some that are critical to becoming a competent communicator. Below are five of the most important goals to consider as part of a comprehensive AAC program.
1 - Initiation
“Student will frequently act on their environment – say, move, touch, reach, push, etc. – to produce specific actions and reactions.”
First, we want to make sure that our students are initiating – acting on their environment based on their own thinking and ideas. The mental process we want them to carry is “I have an idea in my head, I produce some action (with my mouth, hands, body etc.), and there is a result”. When applied to a communication system, this may look like “I am thinking I want to go out (idea), I reach out and touch the word ‘go’ on my board (initiate movement), my mom takes me outside (result)’. Sometimes students have not yet learned that they can make things happen through their actions, so we need to create those experiences. Other times students have learned that when they have an idea they should wait for a prompt (e.g. “What do you want?”) instead of just acting on it. In the latter case, we need to remove those prompts and provide opportunities for the student to learn the new rule, which is “You have an idea, you act!”.
2 - Range of Functions
“Student communicates for a variety of purposes; is able to express a range of language functions.”
The concept of being able to communicate for a range of purposes is incredibly important. We all regularly use language to ask questions, make comments, engage in social exchanges, and share information. Yet when we identify goals and select vocabulary targets for our students, we tend to be much more restrictive in the functions we make available. Rather than look at models of typical language development for our purposes, we select functions that are easiest to teach or that we think are the most salient. This results in an imbalance in the types of messages the person can express, and creates extremely limited opportunities for communication interactions and experiences. We really want to make sure we provide access to vocabulary and instruction that incorporates the range of purposes or functions of language.
3 - Combining Vocabulary
“Student is working to increase the average length of their messages (expressed via symbols, gestures, signs, vocalizations) e.g. child at a single word level is working towards more two-word phrases.”
When we support students to move beyond the single word level we are not just combining individual words, we are also building concepts about the relationships between words. We are always working towards a “plus one” – taking their current phrase length and working to move it up to the next level. This applies to any form of communication – gesture, symbol, sign, speech etc. This is probably one of the most powerful goals because it also necessarily builds vocabulary and incorporates different parts of speech.
4 - Range of Vocabulary
“Student’s repertoire of words includes a range of parts of speech and types of words (e.g. general, more specific, very specific); student has a good breadth and depth of vocabulary.\"
We want to ensure that our students have access to the words they need to express the range of functions and to combine words (sections above). By incorporating both “core vocabulary” (most commonly used words) and “fringe vocabulary” (more specific vocabulary) we ensure that the student can achieve those goals. Luckily there is lots of great information available related to the concept of core vocabulary as an approach to vocabulary selection.
5 - Contexts
“Student is expanding the communication environments – new situations, new people, new locations, new activities...”
For our last priority goal area, we want to make sure that we teach students to apply their skills across people, places and activities. This forces us to teach in natural settings and to embed generalization opportunities into our instruction. We must target broad application of skills if we want our students to be communicating in many environments.
Closing
When I provide consultation to school teams, I will use these targets as a mental checklist to compare to the student’s existing goals. If I see that the IEP does not include these types of goals then I know that the student will not likely achieve meaningful communication outcomes. If I see that the IEP captures at least some of these areas then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s direction or give you ideas for how you might shift your focus for better results.
Stay tuned for our next post – the “TEACHING and TASKS” of our AAC framework!
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UVM Grad M.S. 1993; Easter Seals of MA 1993 - 2003; UVM Center on Disability and Community Inclusion 2004 - present\n","lastLogin":"2015-07-13T20:01:55.5","admin":false,"website":"http://www.uvm.edu/~cdci/iteam/","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/pg/connectedvermont/about/?ref=page_internal","charter":false,"organization1":"VT I-Team, CDCI, University of Vermont","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:43.46","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":23154,"userID":6404,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":216,"collectionID":111,"postID":9755,"quote":"","Post":{"postID":9755,"title":"TEACHING and the AAC System","body":"Introduction
The “Teaching and Tasks” section addresses the question: “What are most effective instructional approaches, interaction guidelines, and contexts for students with complex communication needs?”. This set of recommendations relates to instruction (Teaching), The next post will address the instructional activities (Tasks).
Modeling:
“Partners incorporate the use of the communication system into the daily routines, demonstrating how the support can be used without any expectation of use by the student”
For students to learn what symbols mean, the concepts they represent, and how to use them purposefully, they need to see their partners using them communicatively. When the partner uses the student’s communication system, called ‘modeling’ or 'aided language stimulation’, the student is able to watch and learn. Partners should use the student’s communication aid (e.g. board or book), demonstrating how to communicate in natural settings with no requirement for her to perform. In addition to familiarizing the student with information about the vocabulary and its use, the partner will be more familiar with what vocabulary is available, how to select words for the context, and where to find the words on the display/page.
Non-Directive Language
“Partners use statements, comments, and observations as opposed to questions and directives.”
Non-directive language promotes the use of observations, statements, comments, and connections in daily interactions. At the same time, testing (any question you ask where you know the answer) and directive language (“directs” the student to say or do something with regard to their communication) are minimized . In general, the following guidelines work well:
- Adult does speak to: make comments, observations, statements about what is happening, what you see/hear, what the student is doing etc.
- Adult does not use speech to: ask “test” questions, give verbal directives/directions, give information verbally
Opportunities
“Student has reasons, time and opportunity to communicate throughout the day.”
After good instruction, the most important thing that students need is natural opportunities to use the skills that they have learned. Not only do they gain practice that will improve their skills, it also ensures that the interventions are tied to meaningful outcomes. Ask yourself “When would I expect the student to demonstrate this skill?” to make sure that times and contexts for application are clear.
Establish Routines
“Partners establish routines and systems related to activities to improve consistency and predictability when possible.”
Routines are sequences of actions that occur in a consistent manner that makes them easier to learn and remember. Routines are an effective way to increase student independence because they allow the student to see the pattern of actions and begin to predict and perform the actions without support.
Partner Role
“Partners support communication by inserting expectant pauses, incorporating natural cues, responding logically to communication attempts etc.”.
When trying to promote initiation and communication, the use of an expectant pause can be an effective strategy. An expectant pause is an exaggerated time delay with encouraging facial expression and posture. Without actually speaking, the partner conveys to the student that it is their turn and that they are expected
to contribute. The time and non-verbal message can help the student identify their place in the interaction and prepare to act.
Another area for partners to examine is the use of context cues. It is not uncommon for students to have embedded prompts like “What should you do?” or “[do this]” into activities and to wait for them before acting. If we want students to be independent and act on their own, for communication and other purposes, we have to give them more practice with completing familiar sequences without another person providing direction. Adults should let the environment/context speak for itself so that the cue to act is embedded in the situation, not the partner.
Closing:
Stay tuned for our next post – the “Tasks” of our AAC framework!
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The “Teaching and Tasks” section addresses the question: “What are most effective instructional approaches, interaction guidelines, and contexts for students with complex communication needs?”. This set of recommendations relate to the learning activities (Tasks).
age-respectful
“Use materials that are appropriate in form and content for the student’s age-matched peers.”
Are the materials being used appropriate for the student’s abilities AND for their chronological age? Would another student of the same age use these materials? Am I speaking to the student using language and tone that I would use with another student in their grade?
engagement
“Incorporate features and practices that promote individual engagement.”
Does the student have interest in a broad repertoire of people, places, things, and activities? Have they been exposed to interesting experiences and events that they have incorporated into their repertoire of interests?
curriculum connections
“Include connections to the rich and interesting topics, materials, and activities associated with the grade-level general education curriculum.”
appropriate challenge
“Provide materials and activities that are at an appropriate level of challenge –‘frustration-free with feedback.’”
variety
“Develop a broad repertoire of activities which Incorporate “repetition with variety” – where the activity and materials are changed moderately so that some parts are novel and some stay the same.”
Closing
When I provide consultation to school teams, I will use these task features as a guide to compare to the student’s existing learning activities. If I see that the learning activities do not represent these features then I know that the student will not likely achieve the desired communication outcomes. If I see that the program captures at least some of these areas then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift your work for better results.
Stay tuned for our next post – the “tools” of our AAC framework!
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The “tools” section includes top recommendations for communication materials: types, features and content. The resources linked at the end of the post provide more detail about these suggestions.
receptive supports
\"Specific supports are used to aid in understanding, remembering, and using information.\"
different parts of speech
\"Expressive communication tools include different parts of speech; supports communicating for a range of functions/purposes such as: academic participation, expressing wants/needs, sharing information, and participating in social interactions.\"
sufficient vocabulary quantity
\"Expressive tools include a sufficient quantity of vocabulary overall, utilizing alternative access methods as needed to maximize the available targets.\"
range of vocabulary format
\"Expressive tools include vocabulary in a variety of formats, such as: letters, single words, and phrases.\"
organized
\"Communication tools are organized in clear, systematic, format that promotes learning of linguistic and motor patterns.\"
Resources:
The webinar and handout links below, “Does Your App Measure Up”, can be applied to ANY communication tool, not just apps (including light tech). I encourage you to download the handout that provides a written record of much of the webinar content. It provides more detail about many of the features outlined above.
Closing
When I provide consultation to school teams, I will use these support features as a guide to evaluate the student’s existing communication supports. If I see that the materials do not represent these features then I know that the student will not likely achieve the intended communication outcomes. If I see that the communication materials capture at least some of these features then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s decisions or give you ideas for how you might shift your plan for better results.
Stay tuned for our next post – the “testing” of our AAC framework!
Introduction
The “Testing” section includes methods of monitoring progress towards outcomes, including assessments, data collection, etc.
communication assessments
“Appropriate speech, language, and communication assessments have been used to identify accurate present abilities and appropriate intervention targets.”
program checks
“Instructional programs are monitored to ensure they are being implemented as intended.”
fair testing
“Valid and reliable student responses are documented, along with those that are not, so that the student is evaluated using appropriate means.”
school assessments
“Student is provided an opportunity to participate in classroom and state-wide assessments with appropriate adjustments to ensure they are represented in the accountability system.”
data collection
“The team uses an effective progress monitoring system, incorporating a range data collection formats, and identifying the methods of analyzing and applying the information.”
Closing
When I provide consultation to school teams, I will examine the team’s existing progress monitoring methods for these elements. If I see that the communication program is being monitored using these methods, then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift them for better results.
Stay tuned for our last post in this series – the “team” of our AAC framework!
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The “Team” section includes resources for team to implement program elements. These are the pieces that need to be in place in order to make the previous four parts work. When I provide consultation to school teams, I will use look for these elements to know if the team is likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift them for better results.
planning time
“The team participates in regular planning sessions to achieve the program expectations.”
documentation
“The student’s educational program elements are clearly documented and shared to ensure program quality and compliance.”
team members
“Team members have the knowledge, skill and disposition necessary to provide an appropriate educational experience.”
IEP
“The student’s IEP is complete, accurate, and concise, providing a logical progression from present levels to accommodations to services and goals.”
IEP goals
“The IEP goals are limited to prioritize the most important learning in the next year, integrate foundational and academic skills, and are discipline-free.”
Closing
The attached pdf below includes all of the recommendations across the five sections of this collection.
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Introduction
The first section of our framework is called “Targets”, and reflects recommended communication outcomes. These outcomes, commonly represented as IEP goals, drive every aspect of the AAC program. Goals specify what we hope our students will achieve, and guide our choice of instructional approaches and interventions. They impact our selection of AAC supports and dictate how progress is measured. In short, they represent the focus of our program and reflect a vision of our students’ future.
Within the realm of all possible communication goals, there are some that are critical to becoming a competent communicator. Below are five of the most important goals to consider as part of a comprehensive AAC program.
1 - Initiation
“Student will frequently act on their environment – say, move, touch, reach, push, etc. – to produce specific actions and reactions.”
First, we want to make sure that our students are initiating – acting on their environment based on their own thinking and ideas. The mental process we want them to carry is “I have an idea in my head, I produce some action (with my mouth, hands, body etc.), and there is a result”. When applied to a communication system, this may look like “I am thinking I want to go out (idea), I reach out and touch the word ‘go’ on my board (initiate movement), my mom takes me outside (result)’. Sometimes students have not yet learned that they can make things happen through their actions, so we need to create those experiences. Other times students have learned that when they have an idea they should wait for a prompt (e.g. “What do you want?”) instead of just acting on it. In the latter case, we need to remove those prompts and provide opportunities for the student to learn the new rule, which is “You have an idea, you act!”.
2 - Range of Functions
“Student communicates for a variety of purposes; is able to express a range of language functions.”
The concept of being able to communicate for a range of purposes is incredibly important. We all regularly use language to ask questions, make comments, engage in social exchanges, and share information. Yet when we identify goals and select vocabulary targets for our students, we tend to be much more restrictive in the functions we make available. Rather than look at models of typical language development for our purposes, we select functions that are easiest to teach or that we think are the most salient. This results in an imbalance in the types of messages the person can express, and creates extremely limited opportunities for communication interactions and experiences. We really want to make sure we provide access to vocabulary and instruction that incorporates the range of purposes or functions of language.
3 - Combining Vocabulary
“Student is working to increase the average length of their messages (expressed via symbols, gestures, signs, vocalizations) e.g. child at a single word level is working towards more two-word phrases.”
When we support students to move beyond the single word level we are not just combining individual words, we are also building concepts about the relationships between words. We are always working towards a “plus one” – taking their current phrase length and working to move it up to the next level. This applies to any form of communication – gesture, symbol, sign, speech etc. This is probably one of the most powerful goals because it also necessarily builds vocabulary and incorporates different parts of speech.
4 - Range of Vocabulary
“Student’s repertoire of words includes a range of parts of speech and types of words (e.g. general, more specific, very specific); student has a good breadth and depth of vocabulary.\"
We want to ensure that our students have access to the words they need to express the range of functions and to combine words (sections above). By incorporating both “core vocabulary” (most commonly used words) and “fringe vocabulary” (more specific vocabulary) we ensure that the student can achieve those goals. Luckily there is lots of great information available related to the concept of core vocabulary as an approach to vocabulary selection.
5 - Contexts
“Student is expanding the communication environments – new situations, new people, new locations, new activities...”
For our last priority goal area, we want to make sure that we teach students to apply their skills across people, places and activities. This forces us to teach in natural settings and to embed generalization opportunities into our instruction. We must target broad application of skills if we want our students to be communicating in many environments.
Closing
When I provide consultation to school teams, I will use these targets as a mental checklist to compare to the student’s existing goals. If I see that the IEP does not include these types of goals then I know that the student will not likely achieve meaningful communication outcomes. If I see that the IEP captures at least some of these areas then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s direction or give you ideas for how you might shift your focus for better results.
Stay tuned for our next post – the “TEACHING and TASKS” of our AAC framework!
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The “Teaching and Tasks” section addresses the question: “What are most effective instructional approaches, interaction guidelines, and contexts for students with complex communication needs?”. This set of recommendations relates to instruction (Teaching), The next post will address the instructional activities (Tasks).
Modeling:
“Partners incorporate the use of the communication system into the daily routines, demonstrating how the support can be used without any expectation of use by the student”
For students to learn what symbols mean, the concepts they represent, and how to use them purposefully, they need to see their partners using them communicatively. When the partner uses the student’s communication system, called ‘modeling’ or 'aided language stimulation’, the student is able to watch and learn. Partners should use the student’s communication aid (e.g. board or book), demonstrating how to communicate in natural settings with no requirement for her to perform. In addition to familiarizing the student with information about the vocabulary and its use, the partner will be more familiar with what vocabulary is available, how to select words for the context, and where to find the words on the display/page.
Non-Directive Language
“Partners use statements, comments, and observations as opposed to questions and directives.”
Non-directive language promotes the use of observations, statements, comments, and connections in daily interactions. At the same time, testing (any question you ask where you know the answer) and directive language (“directs” the student to say or do something with regard to their communication) are minimized . In general, the following guidelines work well:
- Adult does speak to: make comments, observations, statements about what is happening, what you see/hear, what the student is doing etc.
- Adult does not use speech to: ask “test” questions, give verbal directives/directions, give information verbally
Opportunities
“Student has reasons, time and opportunity to communicate throughout the day.”
After good instruction, the most important thing that students need is natural opportunities to use the skills that they have learned. Not only do they gain practice that will improve their skills, it also ensures that the interventions are tied to meaningful outcomes. Ask yourself “When would I expect the student to demonstrate this skill?” to make sure that times and contexts for application are clear.
Establish Routines
“Partners establish routines and systems related to activities to improve consistency and predictability when possible.”
Routines are sequences of actions that occur in a consistent manner that makes them easier to learn and remember. Routines are an effective way to increase student independence because they allow the student to see the pattern of actions and begin to predict and perform the actions without support.
Partner Role
“Partners support communication by inserting expectant pauses, incorporating natural cues, responding logically to communication attempts etc.”.
When trying to promote initiation and communication, the use of an expectant pause can be an effective strategy. An expectant pause is an exaggerated time delay with encouraging facial expression and posture. Without actually speaking, the partner conveys to the student that it is their turn and that they are expected
to contribute. The time and non-verbal message can help the student identify their place in the interaction and prepare to act.
Another area for partners to examine is the use of context cues. It is not uncommon for students to have embedded prompts like “What should you do?” or “[do this]” into activities and to wait for them before acting. If we want students to be independent and act on their own, for communication and other purposes, we have to give them more practice with completing familiar sequences without another person providing direction. Adults should let the environment/context speak for itself so that the cue to act is embedded in the situation, not the partner.
Closing:
Stay tuned for our next post – the “Tasks” of our AAC framework!
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The “Teaching and Tasks” section addresses the question: “What are most effective instructional approaches, interaction guidelines, and contexts for students with complex communication needs?”. This set of recommendations relate to the learning activities (Tasks).
age-respectful
“Use materials that are appropriate in form and content for the student’s age-matched peers.”
Are the materials being used appropriate for the student’s abilities AND for their chronological age? Would another student of the same age use these materials? Am I speaking to the student using language and tone that I would use with another student in their grade?
engagement
“Incorporate features and practices that promote individual engagement.”
Does the student have interest in a broad repertoire of people, places, things, and activities? Have they been exposed to interesting experiences and events that they have incorporated into their repertoire of interests?
curriculum connections
“Include connections to the rich and interesting topics, materials, and activities associated with the grade-level general education curriculum.”
appropriate challenge
“Provide materials and activities that are at an appropriate level of challenge –‘frustration-free with feedback.’”
variety
“Develop a broad repertoire of activities which Incorporate “repetition with variety” – where the activity and materials are changed moderately so that some parts are novel and some stay the same.”
Closing
When I provide consultation to school teams, I will use these task features as a guide to compare to the student’s existing learning activities. If I see that the learning activities do not represent these features then I know that the student will not likely achieve the desired communication outcomes. If I see that the program captures at least some of these areas then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift your work for better results.
Stay tuned for our next post – the “tools” of our AAC framework!
","userID":6404,"timestamp":"2017-04-25T14:30:05.54","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":923,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5820,"postID":9757,"userID":31097,"timestamp":"2017-04-26T11:54:36.78"}],"PostCollectionItems":[{"collectionItemID":217,"collectionID":111,"postID":9757,"quote":""}]},{"postID":9758,"title":"TOOLS of the AAC Program","body":"Introduction
The “tools” section includes top recommendations for communication materials: types, features and content. The resources linked at the end of the post provide more detail about these suggestions.
receptive supports
\"Specific supports are used to aid in understanding, remembering, and using information.\"
different parts of speech
\"Expressive communication tools include different parts of speech; supports communicating for a range of functions/purposes such as: academic participation, expressing wants/needs, sharing information, and participating in social interactions.\"
sufficient vocabulary quantity
\"Expressive tools include a sufficient quantity of vocabulary overall, utilizing alternative access methods as needed to maximize the available targets.\"
range of vocabulary format
\"Expressive tools include vocabulary in a variety of formats, such as: letters, single words, and phrases.\"
organized
\"Communication tools are organized in clear, systematic, format that promotes learning of linguistic and motor patterns.\"
Resources:
The webinar and handout links below, “Does Your App Measure Up”, can be applied to ANY communication tool, not just apps (including light tech). I encourage you to download the handout that provides a written record of much of the webinar content. It provides more detail about many of the features outlined above.
Closing
When I provide consultation to school teams, I will use these support features as a guide to evaluate the student’s existing communication supports. If I see that the materials do not represent these features then I know that the student will not likely achieve the intended communication outcomes. If I see that the communication materials capture at least some of these features then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s decisions or give you ideas for how you might shift your plan for better results.
Stay tuned for our next post – the “testing” of our AAC framework!
Introduction
The “Testing” section includes methods of monitoring progress towards outcomes, including assessments, data collection, etc.
communication assessments
“Appropriate speech, language, and communication assessments have been used to identify accurate present abilities and appropriate intervention targets.”
program checks
“Instructional programs are monitored to ensure they are being implemented as intended.”
fair testing
“Valid and reliable student responses are documented, along with those that are not, so that the student is evaluated using appropriate means.”
school assessments
“Student is provided an opportunity to participate in classroom and state-wide assessments with appropriate adjustments to ensure they are represented in the accountability system.”
data collection
“The team uses an effective progress monitoring system, incorporating a range data collection formats, and identifying the methods of analyzing and applying the information.”
Closing
When I provide consultation to school teams, I will examine the team’s existing progress monitoring methods for these elements. If I see that the communication program is being monitored using these methods, then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift them for better results.
Stay tuned for our last post in this series – the “team” of our AAC framework!
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The “Team” section includes resources for team to implement program elements. These are the pieces that need to be in place in order to make the previous four parts work. When I provide consultation to school teams, I will use look for these elements to know if the team is likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift them for better results.
planning time
“The team participates in regular planning sessions to achieve the program expectations.”
documentation
“The student’s educational program elements are clearly documented and shared to ensure program quality and compliance.”
team members
“Team members have the knowledge, skill and disposition necessary to provide an appropriate educational experience.”
IEP
“The student’s IEP is complete, accurate, and concise, providing a logical progression from present levels to accommodations to services and goals.”
IEP goals
“The IEP goals are limited to prioritize the most important learning in the next year, integrate foundational and academic skills, and are discipline-free.”
Closing
The attached pdf below includes all of the recommendations across the five sections of this collection.
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Introduction
The first section of our framework is called “Targets”, and reflects recommended communication outcomes. These outcomes, commonly represented as IEP goals, drive every aspect of the AAC program. Goals specify what we hope our students will achieve, and guide our choice of instructional approaches and interventions. They impact our selection of AAC supports and dictate how progress is measured. In short, they represent the focus of our program and reflect a vision of our students’ future.
Within the realm of all possible communication goals, there are some that are critical to becoming a competent communicator. Below are five of the most important goals to consider as part of a comprehensive AAC program.
1 - Initiation
“Student will frequently act on their environment – say, move, touch, reach, push, etc. – to produce specific actions and reactions.”
First, we want to make sure that our students are initiating – acting on their environment based on their own thinking and ideas. The mental process we want them to carry is “I have an idea in my head, I produce some action (with my mouth, hands, body etc.), and there is a result”. When applied to a communication system, this may look like “I am thinking I want to go out (idea), I reach out and touch the word ‘go’ on my board (initiate movement), my mom takes me outside (result)’. Sometimes students have not yet learned that they can make things happen through their actions, so we need to create those experiences. Other times students have learned that when they have an idea they should wait for a prompt (e.g. “What do you want?”) instead of just acting on it. In the latter case, we need to remove those prompts and provide opportunities for the student to learn the new rule, which is “You have an idea, you act!”.
2 - Range of Functions
“Student communicates for a variety of purposes; is able to express a range of language functions.”
The concept of being able to communicate for a range of purposes is incredibly important. We all regularly use language to ask questions, make comments, engage in social exchanges, and share information. Yet when we identify goals and select vocabulary targets for our students, we tend to be much more restrictive in the functions we make available. Rather than look at models of typical language development for our purposes, we select functions that are easiest to teach or that we think are the most salient. This results in an imbalance in the types of messages the person can express, and creates extremely limited opportunities for communication interactions and experiences. We really want to make sure we provide access to vocabulary and instruction that incorporates the range of purposes or functions of language.
3 - Combining Vocabulary
“Student is working to increase the average length of their messages (expressed via symbols, gestures, signs, vocalizations) e.g. child at a single word level is working towards more two-word phrases.”
When we support students to move beyond the single word level we are not just combining individual words, we are also building concepts about the relationships between words. We are always working towards a “plus one” – taking their current phrase length and working to move it up to the next level. This applies to any form of communication – gesture, symbol, sign, speech etc. This is probably one of the most powerful goals because it also necessarily builds vocabulary and incorporates different parts of speech.
4 - Range of Vocabulary
“Student’s repertoire of words includes a range of parts of speech and types of words (e.g. general, more specific, very specific); student has a good breadth and depth of vocabulary.\"
We want to ensure that our students have access to the words they need to express the range of functions and to combine words (sections above). By incorporating both “core vocabulary” (most commonly used words) and “fringe vocabulary” (more specific vocabulary) we ensure that the student can achieve those goals. Luckily there is lots of great information available related to the concept of core vocabulary as an approach to vocabulary selection.
5 - Contexts
“Student is expanding the communication environments – new situations, new people, new locations, new activities...”
For our last priority goal area, we want to make sure that we teach students to apply their skills across people, places and activities. This forces us to teach in natural settings and to embed generalization opportunities into our instruction. We must target broad application of skills if we want our students to be communicating in many environments.
Closing
When I provide consultation to school teams, I will use these targets as a mental checklist to compare to the student’s existing goals. If I see that the IEP does not include these types of goals then I know that the student will not likely achieve meaningful communication outcomes. If I see that the IEP captures at least some of these areas then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s direction or give you ideas for how you might shift your focus for better results.
Stay tuned for our next post – the “TEACHING and TASKS” of our AAC framework!
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The “Teaching and Tasks” section addresses the question: “What are most effective instructional approaches, interaction guidelines, and contexts for students with complex communication needs?”. This set of recommendations relates to instruction (Teaching), The next post will address the instructional activities (Tasks).
Modeling:
“Partners incorporate the use of the communication system into the daily routines, demonstrating how the support can be used without any expectation of use by the student”
For students to learn what symbols mean, the concepts they represent, and how to use them purposefully, they need to see their partners using them communicatively. When the partner uses the student’s communication system, called ‘modeling’ or 'aided language stimulation’, the student is able to watch and learn. Partners should use the student’s communication aid (e.g. board or book), demonstrating how to communicate in natural settings with no requirement for her to perform. In addition to familiarizing the student with information about the vocabulary and its use, the partner will be more familiar with what vocabulary is available, how to select words for the context, and where to find the words on the display/page.
Non-Directive Language
“Partners use statements, comments, and observations as opposed to questions and directives.”
Non-directive language promotes the use of observations, statements, comments, and connections in daily interactions. At the same time, testing (any question you ask where you know the answer) and directive language (“directs” the student to say or do something with regard to their communication) are minimized . In general, the following guidelines work well:
- Adult does speak to: make comments, observations, statements about what is happening, what you see/hear, what the student is doing etc.
- Adult does not use speech to: ask “test” questions, give verbal directives/directions, give information verbally
Opportunities
“Student has reasons, time and opportunity to communicate throughout the day.”
After good instruction, the most important thing that students need is natural opportunities to use the skills that they have learned. Not only do they gain practice that will improve their skills, it also ensures that the interventions are tied to meaningful outcomes. Ask yourself “When would I expect the student to demonstrate this skill?” to make sure that times and contexts for application are clear.
Establish Routines
“Partners establish routines and systems related to activities to improve consistency and predictability when possible.”
Routines are sequences of actions that occur in a consistent manner that makes them easier to learn and remember. Routines are an effective way to increase student independence because they allow the student to see the pattern of actions and begin to predict and perform the actions without support.
Partner Role
“Partners support communication by inserting expectant pauses, incorporating natural cues, responding logically to communication attempts etc.”.
When trying to promote initiation and communication, the use of an expectant pause can be an effective strategy. An expectant pause is an exaggerated time delay with encouraging facial expression and posture. Without actually speaking, the partner conveys to the student that it is their turn and that they are expected
to contribute. The time and non-verbal message can help the student identify their place in the interaction and prepare to act.
Another area for partners to examine is the use of context cues. It is not uncommon for students to have embedded prompts like “What should you do?” or “[do this]” into activities and to wait for them before acting. If we want students to be independent and act on their own, for communication and other purposes, we have to give them more practice with completing familiar sequences without another person providing direction. Adults should let the environment/context speak for itself so that the cue to act is embedded in the situation, not the partner.
Closing:
Stay tuned for our next post – the “Tasks” of our AAC framework!
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The “Teaching and Tasks” section addresses the question: “What are most effective instructional approaches, interaction guidelines, and contexts for students with complex communication needs?”. This set of recommendations relate to the learning activities (Tasks).
age-respectful
“Use materials that are appropriate in form and content for the student’s age-matched peers.”
Are the materials being used appropriate for the student’s abilities AND for their chronological age? Would another student of the same age use these materials? Am I speaking to the student using language and tone that I would use with another student in their grade?
engagement
“Incorporate features and practices that promote individual engagement.”
Does the student have interest in a broad repertoire of people, places, things, and activities? Have they been exposed to interesting experiences and events that they have incorporated into their repertoire of interests?
curriculum connections
“Include connections to the rich and interesting topics, materials, and activities associated with the grade-level general education curriculum.”
appropriate challenge
“Provide materials and activities that are at an appropriate level of challenge –‘frustration-free with feedback.’”
variety
“Develop a broad repertoire of activities which Incorporate “repetition with variety” – where the activity and materials are changed moderately so that some parts are novel and some stay the same.”
Closing
When I provide consultation to school teams, I will use these task features as a guide to compare to the student’s existing learning activities. If I see that the learning activities do not represent these features then I know that the student will not likely achieve the desired communication outcomes. If I see that the program captures at least some of these areas then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift your work for better results.
Stay tuned for our next post – the “tools” of our AAC framework!
","userID":6404,"timestamp":"2017-04-25T14:30:05.54","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":923,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5820,"postID":9757,"userID":31097,"timestamp":"2017-04-26T11:54:36.78"}],"PostCollectionItems":[{"collectionItemID":217,"collectionID":111,"postID":9757,"quote":""}]},{"postID":9758,"title":"TOOLS of the AAC Program","body":"Introduction
The “tools” section includes top recommendations for communication materials: types, features and content. The resources linked at the end of the post provide more detail about these suggestions.
receptive supports
\"Specific supports are used to aid in understanding, remembering, and using information.\"
different parts of speech
\"Expressive communication tools include different parts of speech; supports communicating for a range of functions/purposes such as: academic participation, expressing wants/needs, sharing information, and participating in social interactions.\"
sufficient vocabulary quantity
\"Expressive tools include a sufficient quantity of vocabulary overall, utilizing alternative access methods as needed to maximize the available targets.\"
range of vocabulary format
\"Expressive tools include vocabulary in a variety of formats, such as: letters, single words, and phrases.\"
organized
\"Communication tools are organized in clear, systematic, format that promotes learning of linguistic and motor patterns.\"
Resources:
The webinar and handout links below, “Does Your App Measure Up”, can be applied to ANY communication tool, not just apps (including light tech). I encourage you to download the handout that provides a written record of much of the webinar content. It provides more detail about many of the features outlined above.
Closing
When I provide consultation to school teams, I will use these support features as a guide to evaluate the student’s existing communication supports. If I see that the materials do not represent these features then I know that the student will not likely achieve the intended communication outcomes. If I see that the communication materials capture at least some of these features then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s decisions or give you ideas for how you might shift your plan for better results.
Stay tuned for our next post – the “testing” of our AAC framework!
Introduction
The “Testing” section includes methods of monitoring progress towards outcomes, including assessments, data collection, etc.
communication assessments
“Appropriate speech, language, and communication assessments have been used to identify accurate present abilities and appropriate intervention targets.”
program checks
“Instructional programs are monitored to ensure they are being implemented as intended.”
fair testing
“Valid and reliable student responses are documented, along with those that are not, so that the student is evaluated using appropriate means.”
school assessments
“Student is provided an opportunity to participate in classroom and state-wide assessments with appropriate adjustments to ensure they are represented in the accountability system.”
data collection
“The team uses an effective progress monitoring system, incorporating a range data collection formats, and identifying the methods of analyzing and applying the information.”
Closing
When I provide consultation to school teams, I will examine the team’s existing progress monitoring methods for these elements. If I see that the communication program is being monitored using these methods, then I know that we are likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift them for better results.
Stay tuned for our last post in this series – the “team” of our AAC framework!
","userID":6404,"timestamp":"2017-04-25T14:44:33.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":966,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":219,"collectionID":111,"postID":9759,"quote":""}]},{"postID":9760,"title":"TEAM and the AAC Program","body":"Introduction
The “Team” section includes resources for team to implement program elements. These are the pieces that need to be in place in order to make the previous four parts work. When I provide consultation to school teams, I will use look for these elements to know if the team is likely in a good place for positive outcomes. I hope that these ideas will help to either confirm your team’s practices or give you ideas for how you might shift them for better results.
planning time
“The team participates in regular planning sessions to achieve the program expectations.”
documentation
“The student’s educational program elements are clearly documented and shared to ensure program quality and compliance.”
team members
“Team members have the knowledge, skill and disposition necessary to provide an appropriate educational experience.”
IEP
“The student’s IEP is complete, accurate, and concise, providing a logical progression from present levels to accommodations to services and goals.”
IEP goals
“The IEP goals are limited to prioritize the most important learning in the next year, integrate foundational and academic skills, and are discipline-free.”
Closing
The attached pdf below includes all of the recommendations across the five sections of this collection.
","userID":6404,"timestamp":"2017-04-25T14:52:57.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":888,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5823,"postID":9760,"userID":1012,"timestamp":"2017-04-27T22:41:21.47"}],"PostCollectionItems":[{"collectionItemID":220,"collectionID":111,"postID":9760,"quote":""}]}]}},{"collectionID":171,"name":"Parents: The Communication Matrix is for YOU and it’s FREE! ","description":"As a parent or caregiver, your input is one of the most valuable resources available to support your family member with complex communication needs. \n\nThe Matrix is mainly used by speech-language pathologists and educators. But when you use it too, you can be on the same page as the professionals who are helping your child. \n\nCheck out the posts in this collection to find out how the Communication Matrix can help you!","dateCreated":"2022-02-24T16:14:35.003","bio":null,"published":true,"userID":2023,"PostCollectionItems":[{"collectionItemID":490,"collectionID":171,"postID":24634,"quote":"","Post":{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
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Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
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We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
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The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
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Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. In other posts for this collection, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support progress monitoring and databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all-encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so again, keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for Android, iPhone, and your computer that can help you collect, store and visualize your data. See the resources below for more information, including a video that shows how to use Google Docs to manage your data and generate graphs fairly easily.
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Alberto, P. A., & Troutman, A. C. (2017). Applied behavior analysis for teachers, 9th edition. Pearson Higher Ed.
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
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Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
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I have doctorate in special education with an emphasis in deaf-blindness and a certification in orientation and mobility in 2009 through an OSEP funded leadership and enrichment fellowship. \n\nThe Communication Matrix is one of the best assessments I have ever used to empower the teams and families of those that serve students with significant disabilities.","lastLogin":"2016-04-10T12:53:33.407","admin":false,"website":"http://amytparker.com/","noShowEmail":true,"twitter":"","facebook":"https://www.facebook.com/amytollersonparker","charter":true,"organization1":"","organization2":"National Center on 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A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
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It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
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This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
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I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all-encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so again, keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for Android, iPhone, and your computer that can help you collect, store and visualize your data. See the resources below for more information, including a video that shows how to use Google Docs to manage your data and generate graphs fairly easily.
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Alberto, P. A., & Troutman, A. C. (2017). Applied behavior analysis for teachers, 9th edition. Pearson Higher Ed.
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
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First of all, let me try to list a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes, in no particular order (I'm sure I've missed some, so feel free to respond to this post with your own!):
Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. Also, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other easily defined period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for both Android and iPhone that can help you collect, store and visualize your data. There
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
","userID":27637,"timestamp":"2017-03-05T22:18:15.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8696,"title":"The Child Is Always Right: Practical Ways to Use Data to Inform Intervention Decisions","body":"Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. Also, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other easily defined period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for both Android and iPhone that can help you collect, store and visualize your data. There
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
","userID":27637,"timestamp":"2017-03-05T22:19:01.15","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8697,"title":"The Child Is Always Right: Practical Ways to Use Data to Inform Intervention Decisions","body":"
Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. Also, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other easily defined period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for both Android and iPhone that can help you collect, store and visualize your data. There
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Alberto, P. A., & Troutman, A. C. (2017). Applied behavior analysis for teachers, 9th edition. Pearson Higher Ed.
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
","userID":27637,"timestamp":"2017-03-05T22:32:46.353","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8698,"title":"The Child Is Always Right: Practical Ways to Use Data to Inform Intervention Decisions","body":"
Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. In other posts for this collection, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support progress monitoring and databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all-encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so again, keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for Android, iPhone, and your computer that can help you collect, store and visualize your data. See the resources below for more information, including a video that shows how to use Google Docs to manage your data and generate graphs fairly easily.
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Alberto, P. A., & Troutman, A. C. (2017). Applied behavior analysis for teachers, 9th edition. Pearson Higher Ed.
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
","userID":27637,"timestamp":"2017-03-05T22:42:28.87","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":641,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5807,"postID":8698,"userID":27637,"timestamp":"2017-03-10T23:33:29.377"}],"PostCollectionItems":[{"collectionItemID":206,"collectionID":109,"postID":8698,"quote":"Practical suggestions for collecting and using data to inform practice."}]},{"postID":8700,"title":"A Brief Observational Measure of Infant-Toddler Communication","body":"
The Early Communication Indicator (ECI) is a psychometrically sound, play-based assessment of early indicators of expressive communication.
","userID":27637,"timestamp":"2017-03-06T22:20:38.49","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8701,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute).
Monitoring Progress with the ECI
ECI Training
","userID":27637,"timestamp":"2017-03-07T20:37:42.47","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8702,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute).
Monitoring Progress with the ECI
ECI Training
","userID":27637,"timestamp":"2017-03-07T20:41:01.39","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8703,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
","userID":27637,"timestamp":"2017-03-07T21:57:42.487","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8704,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
","userID":27637,"timestamp":"2017-03-07T21:58:24.627","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":28,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8705,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:15:55.143","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8706,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:20:37.52","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8707,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:21:59.237","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8708,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:51:54.44","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8709,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Evidence base for using the ECI for progress monitoring:
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:12:57.13","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8710,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:45:31.083","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8711,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:47:18.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2082,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5802,"postID":8711,"userID":2016,"timestamp":"2017-03-10T17:46:20.287"},{"starID":5804,"postID":8711,"userID":27637,"timestamp":"2017-03-10T21:42:01.887"}],"PostCollectionItems":[{"collectionItemID":208,"collectionID":109,"postID":8711,"quote":"Monitor infant-toddler communication growth with a play-based assessment!"}]},{"postID":9714,"title":"A Web App to Guide Data-based Decision Making for Infant-Toddler Service Providers","body":"Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. The MOD is designed to guide changes in individual children’s intervention, as well as early identification of children in need of intervention or not making expected progress. As shown in the MOD Framework figure, the model consists of a five-step cycle with decision points based on the child’s performance on the EPSI and information reported by educators. If data indicate that a child is not making expected growth on outcomes, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report low dosage or fidelity of curriculum or intervention strategies, then the system encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
1.\tIs there a problem? Children whose total EPSI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD-PS web application will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
\tAction:
a.\tIf no, then the teacher documents within the application reason(s) why the administration was not valid, and the application recommends repeating the assessment within a week.
b.\tIf yes, then the application initiates Step 2.
2.\tWhat is causing the problem? A list of clinical issues commonly linked to poor progress are considered and documented. For example, the MOD for language intervention asks the teacher if the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference
\tAction:
a.\tIf the teacher indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent EPSI assessments to monitor progress more closely.
b.\tIf the teacher indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent EPSI assessments to monitor progress more closely.
c.\tFollowing two additional EPSI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
3.\tWhat curriculum or intervention decisions or changes should be made? The application presents the child’s EPSI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations will be derived from algorithms informed by the child’s current EPSI key skill element data and calculated slope if the child has at least three EPSI scores. Appendix B-3 provides a draft of the decision making points to be used in the MOD-PS algorithms to guide Step 3 recommendations.
General interpretation of the child’s EPSI data will include a description of the child’s strengths. For example: ‘Based on her Looks score, Alicia is showing strong interest and curiosity about toys by visually inspecting them. She is also physically manipulating and exploring the toys at a level that is expected of a child her age.’ This will also include a description of areas that need improvement. For example: ‘However, children at this age are typically manipulating the toys in ways that leads to more Functions, which eventually lead to the final goal of Solutions. Below, recommendations are provided for how you can use your existing curriculum activities and resources to try to improve Alicia’s progress in this area.’
Curriculum Recommendations:
Just as the existing MOD web application uses algorithms to recommend language intervention strategies based on the child’s scores on ECI key skills, the MOD-PS application will recommend activities and approaches based on the program’s existing curriculum(a).
\tAction:
a.\tThe educator will choose strategies based on her experience, which will be logged into the application database and referenced in the fidelity checklists completed in Step 4.
4.\tHow are the decisions being implemented? On a weekly basis, the educator completes a fidelity checklist within the web application to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
Action:
a.\tThe web application will provide brief feedback regarding the teacher’s reported implementation fidelity, which will adapt as she enters more fidelity checklists.
5.\tAre the decisions successful? After three more EPSI assessments are entered for the child following Step 3, then the web application will provide a brief report of the child’s EPSI scores since starting Step 3. The report will consider three dimensions of the data:
a)\tThe most recent EPSI total score compared to the score before Step 3;
b)\tThe slope of the EPSI scores before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
Action:
a.\tThe web application provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new EPSI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD-PS provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when a teacher response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
","userID":27637,"timestamp":"2017-03-10T23:14:08.733","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9716,"title":"","body":"Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
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This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
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This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
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This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
","userID":27637,"timestamp":"2017-03-10T23:28:23.25","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}],"Posts1":[{"postID":8694,"title":"The Child Is Always Right: Using Data to Inform Intervention Decisions","body":"First of all, let me try to list a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes, in no particular order (I'm sure I've missed some, so feel free to respond to this post with your own!):
Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. Also, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other easily defined period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for both Android and iPhone that can help you collect, store and visualize your data. There
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
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I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other easily defined period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for both Android and iPhone that can help you collect, store and visualize your data. There
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
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Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. Also, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other easily defined period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for both Android and iPhone that can help you collect, store and visualize your data. There
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Alberto, P. A., & Troutman, A. C. (2017). Applied behavior analysis for teachers, 9th edition. Pearson Higher Ed.
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
","userID":27637,"timestamp":"2017-03-05T22:32:46.353","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8698,"title":"The Child Is Always Right: Practical Ways to Use Data to Inform Intervention Decisions","body":"
Using child data to inform your intervention or classroom practices can help you learn what’s working, what’s not, and what needs to be done differently. You’ve probably heard this more times than you would like, and like most things, it’s easier said than done. In this collection of posts I hope to encourage you to think about simple ways to collect data, some of which you may already be doing, and then use that information to adjust your intervention, whether it’s for one child or a group of children. In other posts for this collection, I describe a specific measurement system that my colleagues and I at Juniper Gardens Children’s Project have developed to support progress monitoring and databased decision making for service providers working with infants and toddlers.
I usually like to start with the benefits of using data to guide intervention, but I’m going to do something different here. Below are a few of the most frequent reasons I hear from teachers about why they don't like to do assessments and collect data. And believe me, these aren't excuses, these are legitimate barriers that researchers and vendors need to address, and in some cases, have attempted to address with varying levels of success. So here goes (I'm sure I've missed some, so feel free to respond to this post with your own!):
- Collecting data is too time consuming
- I would rather spend time intervening than assessing
- Data are usually difficult to interpret
- There are not existing measures that fit my needs
- Data need to be valid and reliable, and I don't have the capacity to determine validity and do reliability assessments
- My organization or school can't afford to purchase assessment packages
Most of these issues center around the problem of capacity – teachers are too busy teaching, or interveners are too busy intervening, to take data and use it to make meaningful decisions. If you take one thing away from this collection of posts, I hope that it’s clear that collecting and interpreting data does not have to be an all-encompassing effort.
Feasible data collection methods
The more difficult data collection is, the less likely you and other members of your team are to do it. So, keep it simple! For example, try to make data collection something you can do during intervention or teaching so it doesn’t take away valuable instructional time. For example, mark on a piece of paper or click a hand-held counter every time a student raises her hand to answer a question. Add up the total at the end of the class, and you have a data point that you can compare to future or past class periods. Another option is to have some beads in your right pocket, and every time the behavior occurs, move a bead to the left pocket. At the end of class, or some other period of time, count the beads in the left pocket.
Also, make sure it’s clear what dimension of behavior will be measured. For example, some behaviors can be counted with a simple frequency count (requests for help), some need to be measured with a duration (time to complete a math problem or the length of self-stimulatory behavior), and sometimes the context of a behavior needs to be considered (percent of questions answered, rather than a frequency count).
Clear, brief behavior definitions
You’re not doing this for a class project in your SPED class, and you’re probably not planning to publish your findings, so again, keep it simple! However, you do want to clearly define the behavior(s) that you’re measuring to ensure that you’re measuring the same behavior consistently over time, and that others on your team are consistent with each other. Write down a few sentences or bullet points that describe the behavior you’re measuring. Check the face validity of your definition by showing it to another teacher to see if it makes sense them. (Hint: Don’t just ask the person to say ‘yes’ or ‘no,’ ask her to tell you in her own words what you’re measuring.)
Set clear and obtainable goals
Hopefully you’re already doing this through the child’s IEP or IFSP plan, so this shouldn’t be anything new. However, when you’re collecting observable data about the child’s progress toward a goal, it’s important to have measurable and realistic goals. You may find that some of the IEP goals you (or someone else) created are too vague or subjective, but they’re often a good place to start.
If you’re into technology, use it
It’s a myth that you have to use technology to make databased decisions. In fact, you’ve probably noticed that sometimes it just gets in the way. However, there are several free apps available for Android, iPhone, and your computer that can help you collect, store and visualize your data. See the resources below for more information, including a video that shows how to use Google Docs to manage your data and generate graphs fairly easily.
Try it before you ask others to do it
If you’re working with a team, you should try the data collection strategy yourself a few times before sharing it with the team. There’s nothing worse than being asked to do something by someone who hasn’t already tried it themselves. After a few tries, you’ll discover pretty quickly if you’re measuring the right thing, if your definitions are too complicated or lack specificity, or if the method is a distraction to teaching. If it’s not working, make changes, and try it again.
Hopefully this post gets you thinking about ways you can use data to inform your practices in a practical way. For more in depth discussions and resources to support databased decision making, see the additional resources below. If you have experiences or recommendations, please share them by responding to this post!
Additional Resources
Collecting and Analyzing Data for Data-Based Individualization (Free online module developed and provided by Vanderbilt University)
Response to Intervention Action Network
Alberto, P. A., & Troutman, A. C. (2017). Applied behavior analysis for teachers, 9th edition. Pearson Higher Ed.
Individual Growth and Development Indicators for Infants and Toddlers (technically sound measures for monitoring children’s growth from 6-42 months)
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzman-Powell, L. (2012). Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? Focus On Exceptional Children, 44(8), 1.
Powell, S. (2014). Choosing iPad apps with a purpose: Aligning skills and standards. Teaching Exceptional Children, 47(1), 20-26.
","userID":27637,"timestamp":"2017-03-05T22:42:28.87","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":641,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5807,"postID":8698,"userID":27637,"timestamp":"2017-03-10T23:33:29.377"}],"PostCollectionItems":[{"collectionItemID":206,"collectionID":109,"postID":8698,"quote":"Practical suggestions for collecting and using data to inform practice."}]},{"postID":8700,"title":"A Brief Observational Measure of Infant-Toddler Communication","body":"
The Early Communication Indicator (ECI) is a psychometrically sound, play-based assessment of early indicators of expressive communication.
","userID":27637,"timestamp":"2017-03-06T22:20:38.49","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8701,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute).
Monitoring Progress with the ECI
ECI Training
","userID":27637,"timestamp":"2017-03-07T20:37:42.47","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8702,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute).
Monitoring Progress with the ECI
ECI Training
","userID":27637,"timestamp":"2017-03-07T20:41:01.39","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8703,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
","userID":27637,"timestamp":"2017-03-07T21:57:42.487","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":11,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8704,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
","userID":27637,"timestamp":"2017-03-07T21:58:24.627","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":28,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8705,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:15:55.143","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8706,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:20:37.52","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8707,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:21:59.237","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8708,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. The progress monitoring graphs below show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
","userID":27637,"timestamp":"2017-03-07T22:51:54.44","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8709,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide the wide array of early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other programs) with tools used to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
The. In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Observations can be done live or from a videotaped administration. After coding the session, the assessor enters these counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. The graphs below show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, it's primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. Even without any additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach.
ECI Training
Training for the ECI involves certification to score an observation and familiarity with the guidelines that the adult play partner should follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Evidence base for using the ECI for progress monitoring:
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:12:57.13","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8710,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:45:31.083","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8711,"title":"Data-based Decision Making Using the Early Communication Indicator","body":"The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:47:18.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2082,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5802,"postID":8711,"userID":2016,"timestamp":"2017-03-10T17:46:20.287"},{"starID":5804,"postID":8711,"userID":27637,"timestamp":"2017-03-10T21:42:01.887"}],"PostCollectionItems":[{"collectionItemID":208,"collectionID":109,"postID":8711,"quote":"Monitor infant-toddler communication growth with a play-based assessment!"}]},{"postID":9714,"title":"A Web App to Guide Data-based Decision Making for Infant-Toddler Service Providers","body":"Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. The MOD is designed to guide changes in individual children’s intervention, as well as early identification of children in need of intervention or not making expected progress. As shown in the MOD Framework figure, the model consists of a five-step cycle with decision points based on the child’s performance on the EPSI and information reported by educators. If data indicate that a child is not making expected growth on outcomes, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report low dosage or fidelity of curriculum or intervention strategies, then the system encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
1.\tIs there a problem? Children whose total EPSI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD-PS web application will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
\tAction:
a.\tIf no, then the teacher documents within the application reason(s) why the administration was not valid, and the application recommends repeating the assessment within a week.
b.\tIf yes, then the application initiates Step 2.
2.\tWhat is causing the problem? A list of clinical issues commonly linked to poor progress are considered and documented. For example, the MOD for language intervention asks the teacher if the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference
\tAction:
a.\tIf the teacher indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent EPSI assessments to monitor progress more closely.
b.\tIf the teacher indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent EPSI assessments to monitor progress more closely.
c.\tFollowing two additional EPSI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
3.\tWhat curriculum or intervention decisions or changes should be made? The application presents the child’s EPSI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations will be derived from algorithms informed by the child’s current EPSI key skill element data and calculated slope if the child has at least three EPSI scores. Appendix B-3 provides a draft of the decision making points to be used in the MOD-PS algorithms to guide Step 3 recommendations.
General interpretation of the child’s EPSI data will include a description of the child’s strengths. For example: ‘Based on her Looks score, Alicia is showing strong interest and curiosity about toys by visually inspecting them. She is also physically manipulating and exploring the toys at a level that is expected of a child her age.’ This will also include a description of areas that need improvement. For example: ‘However, children at this age are typically manipulating the toys in ways that leads to more Functions, which eventually lead to the final goal of Solutions. Below, recommendations are provided for how you can use your existing curriculum activities and resources to try to improve Alicia’s progress in this area.’
Curriculum Recommendations:
Just as the existing MOD web application uses algorithms to recommend language intervention strategies based on the child’s scores on ECI key skills, the MOD-PS application will recommend activities and approaches based on the program’s existing curriculum(a).
\tAction:
a.\tThe educator will choose strategies based on her experience, which will be logged into the application database and referenced in the fidelity checklists completed in Step 4.
4.\tHow are the decisions being implemented? On a weekly basis, the educator completes a fidelity checklist within the web application to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
Action:
a.\tThe web application will provide brief feedback regarding the teacher’s reported implementation fidelity, which will adapt as she enters more fidelity checklists.
5.\tAre the decisions successful? After three more EPSI assessments are entered for the child following Step 3, then the web application will provide a brief report of the child’s EPSI scores since starting Step 3. The report will consider three dimensions of the data:
a)\tThe most recent EPSI total score compared to the score before Step 3;
b)\tThe slope of the EPSI scores before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
Action:
a.\tThe web application provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new EPSI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD-PS provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when a teacher response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
","userID":27637,"timestamp":"2017-03-10T23:14:08.733","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9716,"title":"","body":"Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
","userID":27637,"timestamp":"2017-03-10T23:19:19.343","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9719,"title":"A Web App to Guide Data Based Intervention Decision Making for Infants & Toddlers","body":"Anyone remember the days of using a paper map to get you somewhere? A paper map can be hard to read, you probably shouldn't be looking at it while you're driving, it's not updated with the latest roads, and it tells you nothing about accidents, road construction, traffic, or other issues that would lead you to change course during your drive. You may have encountered this same issue when trying to use data to guide/inform the services you provide or intervention decisions. Despite policy guidelines and recommended practices that call for the use of child data to individualize intervention, it is often unclear what type of data should be used and how to use it, particularly for infant-toddler services.
This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
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This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
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This post describes a web-based app that provides service providers with realtime guidance through a databased decision making process for children at risk for language delay...like a Google Map for language intervention!
The Making Online Decisions (MOD) system uses data from the Early Communication Indicator (ECI) to inform intervention decisions for infants-toddlers at-risk for a language delay. (Note: For a description of the ECI, see the previous post in this collection or go to our website.) As shown in the MOD Framework figure, the model is a five-step cycle with decision points based on the child’s performance on the ECI and information reported by educators. If data indicate that a child is not making expected language growth, then recommendations are made to modify curricula or begin more intensive intervention in Step 3. Or, if in Step 4, teachers report limited use of curriculum or intervention strategies, then the MOD encourages improving fidelity of existing curriculum (i.e., Tier 1 instruction) before recommending more intensive intervention.
The following provides an overview of each step of the MOD decision-making cycle:
Step 1: Is there a problem?
Children whose total ECI score is at least 1.0 SD below their age-based norm are identified as not making adequate progress. The MOD will immediately show the educator the child’s progress monitoring graph, provide a brief interpretation of the child’s score and ask if it was a valid assessment.
- If the educator says it was not a valid assessment, then she documents within the application reason(s) why, and the application recommends repeating the assessment within a week. If it was valid, then the application initiates Step 2.
Step 2: What is causing the problem?
The educator considers a list of clinical issues commonly linked to language delay. For example, is the child is experiencing medical issues (e.g., hearing loss) or issues at home (e.g., changes in the home environment such as the birth of a sibling) that may be associated with reduced performance? The teacher’s responses are documented for potential future reference.
- If the educator indicates a potential medical concern, then the application recommends consulting with a physician or contacting an administrator for follow up, and more frequent ECI assessments to monitor progress more closely.
- If the educator indicates a concern that she believes may be temporary (recent changes at home, changes at the center, temporary change in custody, etc.), then the application recommends more frequent ECI assessments to monitor progress more closely.
Following two additional ECI assessments that are at least 1SD below benchmark, OR if the teacher reports that the cause is unknown, then the application initiates Step 3.
Step 3: What curriculum or intervention decisions or changes should be made?
The application presents the child’s ECI total graph and key skill element graphs, followed by a brief interpretation of the child’s data and individualized curriculum recommendations. The data interpretation and curriculum recommendations are derived from algorithms informed by the child’s current ECI key skill element data and calculated slope if the child has at least three ECI scores.
- Based on her experience with the child and family, the educator chooses specific MOD-recommended strategies that she believes will be most effective and that are the most feasible to use, either by the family or interventionist(s). These selections are logged into the application database and referenced in the fidelity checklists completed in Step 4.
Step 4.\tHow are the decisions being implemented?
On a weekly basis, the educator completes a fidelity checklist within the MOD to report how often the strategies selected in Step 3 were used, how the child responded, and any modifications she recommends.
- The MOD provides brief feedback regarding the educator's reported implementation fidelity, which will adapt as she enters more fidelity checklists.
Step 5.\tAre the decisions successful?
After three more ECI assessments are entered for the child following Step 3, then the MOD provides a brief report of the child’s ECI scores since starting Step 3. The report considers three dimensions of the data:
a)\tThe most recent ECI total score compared to the score before Step 3;
b)\tThe slope of the ECI scores (average rate of growth) before and after Step 3
c)\tChild’s predicted progress six months later based on current score and slope
- The MOD provides advice based on these three analyses. For example, given no improvement and high reported fidelity, consider more intensive intervention beyond the existing curriculum and the cycle repeats; or given progress but the child is still below benchmark, recommendations are updated based on the new ECI data.
Similar to personal support tools (GPS, Pedometer, Fit-Bit™, Smartphone apps, etc.), the MOD provides educators and interventionists with implementation support at each decision point based on current data. Supports include reports of teachers’ progress through the MOD steps, prompts/reminders when an educator response is needed for a step or checklist, email notifications to authorized staff when a child begins the MOD cycle, etc.
Additional Resources
For more information about the MOD, contact us, and/or take a look at the following publications that describe it's use, including a randomized control trial that demonstrated its positive impact on expressive communication when used by Early Head Start home visitors.
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. (2010). A Web-based Tool to Support Data-based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29 (4), 201-213.
Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14 (3), 121-146.
","userID":27637,"timestamp":"2017-03-10T23:28:23.25","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}]}},{"collectionID":108,"name":"Technology for Self-Determination","description":"The goal of this collection is to explore the concept of self-determination and the role of technology in enabling us to communicate and demonstrate self-determined behavior, and how we are approaching this challenge at Cognitopia. Although we are not focused on augmentative communication per se, in our development work we've seen how self-management applications can communicate information about personal choices, preferences, and needs in a way that fosters effective self-advocacy and personal control over one's life.","dateCreated":"2017-02-27T05:00:50.43","bio":null,"published":true,"userID":27462,"PostCollectionItems":[{"collectionItemID":202,"collectionID":108,"postID":8673,"quote":"","Post":{"postID":8673,"title":"Self-Determination: Construct vs. Practice","body":"The self-determination construct has received a great deal of attention both in theory and in practice and is highly valued by people with disabilities, their families, and the professionals supporting them (Wehmeyer et al, 2011; Schalock, 2016). In describing a social ecological approach to self-determination, Walker, et al. (2011) underscored the importance of involvement and control, noting that the Developmental Disabilities Act of 2000 defined “self determination activities as…the ability and opportunity to communicate and make personal decisions; the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individual receives; (and) the authority to control resources to obtain needed services, supports, and other assistance…” (P. 9).
A recent study of parents of transition-aged students with autism and intellectual disability found they place high value on the component skills that lead to a sense of self-determination, including making choices, setting goals, self-advocacy, self-knowledge, and self-management. Yet they don’t believe their children perform those component skills adequately (Carter, et al., 2013).
Self-determination is thus an essential construct, but its realization depends on making specific tools for communication and self-direction available to individuals with disabilities to promote increased independence, personal autonomy, and self-advocacy. Our work on cognitive accessibility has led us to develop web-based applications that provide self-management tools that accommodate for diverse cognitive abilities, provide opportunities for unique self-expression and communication, and enhance support from educators, providers, and families.
Subsequent posts in this collection will include a description of the tools we are developing along with examples of their collaborative development and use by secondary transition educators and students with cognitive disabilities.
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or at the YouTube link below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
And this link will take you to a blog post by one of our collaborating special education teachers who describes using Goal Guide in his secondary transition program.
http://blog.cognitopia.com/using-goal-guide-at-a-s...
When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
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","lastLogin":"2017-02-20T21:47:42.17","admin":false,"website":"www.cognitopia.com","noShowEmail":false,"twitter":"@cognitopia","facebook":"https://www.facebook.com/search/top/?q=cognitopia","charter":false,"organization1":"Cognitopia","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:08:33.597","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387"},{"starID":5801,"postID":8691,"userID":27462,"timestamp":"2017-03-08T00:26:29.443"}],"UserTypeLookups":[{"userTypeLookupID":19817,"userID":27462,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]},"User1":{"userID":27462,"userName":"Tom Keating","email":"tkeating@cognitopia.com","photo":"/Uploads/photo_27462.jpg","firstName":"Tom","lastName":"Keating","city":"Eugene","stateID":"OR","bio":"Tom is co-founder and CEO of Cognitopia, home of the Cognitopia Connect platform for life management applications for individuals with cognitive disabilities. He is also an Adjunct Research Associate in the Computer and Information Sciences Department of the University of Oregon. Tom has been focused for the past 20 years on research and development of self-management and community living applications for individuals with cognitive disabilities including autism, intellectual disabilities, traumatic brain injury, and cognitive decline due to aging. He developed the Picture Planner™ visual calendaring system and the ScanDo video modeling application and has been principal investigator on over 20 federally-funded technology development projects with over 10 million dollars in funding. His perspective in all of his work has been strongly influenced by his experience of over 30 years as a caregiver for a brother who experienced autism. ","lastLogin":"2017-02-20T21:47:42.17","admin":false,"website":"www.cognitopia.com","noShowEmail":false,"twitter":"@cognitopia","facebook":"https://www.facebook.com/search/top/?q=cognitopia","charter":false,"organization1":"Cognitopia","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:08:33.597","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387"},{"starID":5801,"postID":8691,"userID":27462,"timestamp":"2017-03-08T00:26:29.443"}],"UserTypeLookups":[{"userTypeLookupID":19817,"userID":27462,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]}}}],"User":{"userID":27462,"userName":"Tom Keating","email":"tkeating@cognitopia.com","photo":"/Uploads/photo_27462.jpg","firstName":"Tom","lastName":"Keating","city":"Eugene","stateID":"OR","bio":"Tom is co-founder and CEO of Cognitopia, home of the Cognitopia Connect platform for life management applications for individuals with cognitive disabilities. He is also an Adjunct Research Associate in the Computer and Information Sciences Department of the University of Oregon. Tom has been focused for the past 20 years on research and development of self-management and community living applications for individuals with cognitive disabilities including autism, intellectual disabilities, traumatic brain injury, and cognitive decline due to aging. He developed the Picture Planner™ visual calendaring system and the ScanDo video modeling application and has been principal investigator on over 20 federally-funded technology development projects with over 10 million dollars in funding. His perspective in all of his work has been strongly influenced by his experience of over 30 years as a caregiver for a brother who experienced autism. ","lastLogin":"2017-02-20T21:47:42.17","admin":false,"website":"www.cognitopia.com","noShowEmail":false,"twitter":"@cognitopia","facebook":"https://www.facebook.com/search/top/?q=cognitopia","charter":false,"organization1":"Cognitopia","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:08:33.597","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5801,"postID":8691,"userID":27462,"timestamp":"2017-03-08T00:26:29.443","Post":{"postID":8691,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:30:31.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}}],"UserTypeLookups":[{"userTypeLookupID":19817,"userID":27462,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}],"Posts":[{"postID":8673,"title":"Self-Determination: Construct vs. Practice","body":"The self-determination construct has received a great deal of attention both in theory and in practice and is highly valued by people with disabilities, their families, and the professionals supporting them (Wehmeyer et al, 2011; Schalock, 2016). In describing a social ecological approach to self-determination, Walker, et al. (2011) underscored the importance of involvement and control, noting that the Developmental Disabilities Act of 2000 defined “self determination activities as…the ability and opportunity to communicate and make personal decisions; the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individual receives; (and) the authority to control resources to obtain needed services, supports, and other assistance…” (P. 9).
A recent study of parents of transition-aged students with autism and intellectual disability found they place high value on the component skills that lead to a sense of self-determination, including making choices, setting goals, self-advocacy, self-knowledge, and self-management. Yet they don’t believe their children perform those component skills adequately (Carter, et al., 2013).
Self-determination is thus an essential construct, but its realization depends on making specific tools for communication and self-direction available to individuals with disabilities to promote increased independence, personal autonomy, and self-advocacy. Our work on cognitive accessibility has led us to develop web-based applications that provide self-management tools that accommodate for diverse cognitive abilities, provide opportunities for unique self-expression and communication, and enhance support from educators, providers, and families.
Subsequent posts in this collection will include a description of the tools we are developing along with examples of their collaborative development and use by secondary transition educators and students with cognitive disabilities.
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
","userID":27462,"timestamp":"2017-02-27T20:02:53.113","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8675,"title":"Cognitopia: Web-Based Software for Self-Direction","body":"Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
","userID":27462,"timestamp":"2017-02-27T20:10:26.94","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8678,"title":"Cognitopia: Web-Based Software for Self-Direction","body":"Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
","userID":27462,"timestamp":"2017-02-27T20:11:05.55","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8679,"title":"Cognitopia: Web-Based Software for Self-Direction","body":"Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or at the YouTube link below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
And this link will take you to a blog post by one of our collaborating special education teachers who describes using Goal Guide in his secondary transition program.
http://blog.cognitopia.com/using-goal-guide-at-a-s...
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or at the YouTube link below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
And this link will take you to a blog post by one of our collaborating special education teachers who describes using Goal Guide in his secondary transition program.
http://blog.cognitopia.com/using-goal-guide-at-a-s...
When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. This kind o multi-faceted team building and information sharing is a key goal of application development for Cognitopia.
However, through additional, collaborative development with teachers and students, My Life evolved into an application that was specifically focused as an IEP self-direction tool. The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
** Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T17:50:09.303","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":28,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8684,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:14:26.617","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8685,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:19:07.07","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8686,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:19:44.163","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8687,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:23:56.65","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8688,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:24:02.743","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8689,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:30:07.807","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8690,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:30:24.93","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8691,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:30:31.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5797,"postID":8691,"userID":16339,"timestamp":"2017-03-05T20:53:15.443"},{"starID":5801,"postID":8691,"userID":27462,"timestamp":"2017-03-08T00:26:29.443"}],"PostCollectionItems":[]},{"postID":8692,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:31:35.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1449,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5810,"postID":8692,"userID":2016,"timestamp":"2017-03-15T15:35:47.72"}],"PostCollectionItems":[{"collectionItemID":205,"collectionID":108,"postID":8692,"quote":""}]}],"Posts1":[{"postID":8673,"title":"Self-Determination: Construct vs. Practice","body":"The self-determination construct has received a great deal of attention both in theory and in practice and is highly valued by people with disabilities, their families, and the professionals supporting them (Wehmeyer et al, 2011; Schalock, 2016). In describing a social ecological approach to self-determination, Walker, et al. (2011) underscored the importance of involvement and control, noting that the Developmental Disabilities Act of 2000 defined “self determination activities as…the ability and opportunity to communicate and make personal decisions; the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individual receives; (and) the authority to control resources to obtain needed services, supports, and other assistance…” (P. 9).
A recent study of parents of transition-aged students with autism and intellectual disability found they place high value on the component skills that lead to a sense of self-determination, including making choices, setting goals, self-advocacy, self-knowledge, and self-management. Yet they don’t believe their children perform those component skills adequately (Carter, et al., 2013).
Self-determination is thus an essential construct, but its realization depends on making specific tools for communication and self-direction available to individuals with disabilities to promote increased independence, personal autonomy, and self-advocacy. Our work on cognitive accessibility has led us to develop web-based applications that provide self-management tools that accommodate for diverse cognitive abilities, provide opportunities for unique self-expression and communication, and enhance support from educators, providers, and families.
Subsequent posts in this collection will include a description of the tools we are developing along with examples of their collaborative development and use by secondary transition educators and students with cognitive disabilities.
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
","userID":27462,"timestamp":"2017-02-27T20:02:53.113","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8675,"title":"Cognitopia: Web-Based Software for Self-Direction","body":"Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
","userID":27462,"timestamp":"2017-02-27T20:10:26.94","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8678,"title":"Cognitopia: Web-Based Software for Self-Direction","body":"Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
","userID":27462,"timestamp":"2017-02-27T20:11:05.55","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8679,"title":"Cognitopia: Web-Based Software for Self-Direction","body":"Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or at the YouTube link below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
And this link will take you to a blog post by one of our collaborating special education teachers who describes using Goal Guide in his secondary transition program.
http://blog.cognitopia.com/using-goal-guide-at-a-s...
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater control of their lives while also facilitating the efforts of those in support positions to know when help is needed and when it's not. We are currently a grant-funded enterprise with the expectation of commercial availability by June 2017. Our current development focus is on goal setting and support through the Goal Guide application, IEP self-direction through the MyLife ePortfolio application, and providing easy access to video modeling through ScanDo.
We have a beta version of Goal Guide, our first scheduled release, that is freely available on our web site: http://www.cognitopia.com
A one-minute video introduction to Cognitopia with an overview of Goal Guide can be viewed on the web site or at the YouTube link below:
https://youtu.be/oNMUWF0eTnE?list=PLsKc468dVnhyLAFp25Iq3LlOgez-K3081
And this link will take you to a blog post by one of our collaborating special education teachers who describes using Goal Guide in his secondary transition program.
http://blog.cognitopia.com/using-goal-guide-at-a-s...
When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. This kind o multi-faceted team building and information sharing is a key goal of application development for Cognitopia.
However, through additional, collaborative development with teachers and students, My Life evolved into an application that was specifically focused as an IEP self-direction tool. The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
** Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T17:50:09.303","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":28,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8684,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:14:26.617","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8685,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:19:07.07","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8686,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:19:44.163","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8687,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:23:56.65","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8688,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:24:02.743","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8689,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:30:07.807","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8690,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:30:24.93","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8691,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:30:31.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5797,"postID":8691,"userID":16339,"timestamp":"2017-03-05T20:53:15.443"},{"starID":5801,"postID":8691,"userID":27462,"timestamp":"2017-03-08T00:26:29.443"}],"PostCollectionItems":[]},{"postID":8692,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:31:35.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1449,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5810,"postID":8692,"userID":2016,"timestamp":"2017-03-15T15:35:47.72"}],"PostCollectionItems":[{"collectionItemID":205,"collectionID":108,"postID":8692,"quote":""}]}]}},{"collectionID":107,"name":"The right to self-determination","description":"Thanks to Charity Rowland for inviting me to host this week’s collection. Far too often adults with communication difficulties have decisions made for them by others and are judged not to have the capacity to make decisions for themselves. In this collection I wish firstly to explore what is meant by 'capacity' and then to describe how Talking Mats, a communication framework developed by my team in Scotland, can support people with communication difficulties to express their views, make their own decisions and show others that they do have the capacity for self-determination. ","dateCreated":"2017-02-15T16:19:46.207","bio":null,"published":true,"userID":25767,"PostCollectionItems":[{"collectionItemID":195,"collectionID":107,"postID":8665,"quote":"This is the the first of 4 posts setting the scene","Post":{"postID":8665,"title":"The right to self-determination - setting the scene","body":"The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
Judgments on capacity:
- cannot be based on age, behaviour or disability
- need to be made decision by decision – (so not being able to make more complicated decisions does not apply to all decisions)
- cannot be based on past experience of decisions – they need to focused on the here and now
- must take into account the adult's socio-cultural circumstances wherever relevant.
In my next post I will explain how Talking Mats can help support decision making and the identification of Capacity.
What are the support and barriers to self-determination where you work?
Talking Mats is a research-based interactive resource that uses three sets of picture communication symbols – topics, options and a visual scale – and a space on which to display them. This can either be a physical textured mat, or a digital space, for example a tablet, smart board or computer screen. Once the topic is chosen e.g., where you live, the participant is given the options one at a time and asked to think about what they feel about each one. They can then place the symbol under the appropriate visual scale symbol to indicate what they feel.
There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
What support frameworks do you use to support decision making?
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Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This post describes some practical examples of how Talking Mats has been used to help with decision making and supporting capacity decisions.
They are taken from stories which people have sent to the Talking Mats team and which have been been made into blogs on the Talking Mats website. Have a look at our website for more.
1. This blog is the transcript of a speech given by Greig McMurchy who is a young man who has cerebral palsy and uses a Voice Activated Communication System. He gave this speech at the launch of new Talking Mats Resources and in it he described how he has used Talking Mats to share his views, opinions and wishes, and how 'this system was helping me to make life Changing decisions, such as what I wanted to do with my life once I had finished my college course'.
2. Ruth Spilman is a Senior Speech and Language Therapist with Specialist services in education with the Cambian Group, Dorset, England. In this blog she discusses how she uses Talking Mats for Capacity Assessments with People with Additional Support Needs and Learning Disabilities
3. This blog was sent to us by Anna Volkmer who has had an excellent book published – Dealing with Capacity and Other Legal Issues with Adults with Acquired Neurological Conditions. In it she describes how AAC methods, including Talking Mats, can be used to support people in expressing their decisions.
4. This blog outlines how Talking Mats can support capacity to make decisions and includes some of the comments we received form participants at a Talking Mats seminar about the benefits of using Talking Mats to support decision making.
4. This blog was sent to us by Gillian Callander, Speech and Language Therapist in Glasgow, Scotland who has used the Talking Mats Eating and Drinking Resource with people with learning disability. She describes how it helps to ensure, that as far as possible, service users are able to input into the discussion about their eating and drinking and to make their opinions known. She has found that Talking Mats helped to provide evidence that service users do or do not understand the information being presented and can help decide outcome with regard to capacity for decision making.
Please share your stories of how you support decision making in a capacity context
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Scotland whose vision is to improve the lives of people with communication
difficulties by increasing their capacity to communicate effectively about
things that matter to them. More and more our team is becoming involved in
helping to determine whether or not people with communication difficulties have
the capacity to make decisions for themselves. So I thought it might be
interesting to post some thoughts and links which have developed from our work
and hear from others in our field about their experiences.
Firstly the right to self-determination is enshrined in law.
In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948) http://www.un.org/en/universal-declaration-human-r...
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have
equal rights, including in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990 https://www.ada.gov/pubs/ada.htm. In the UK, the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales http://www.legislation.gov.uk/ukpga/2005/9/content... and the Adults with Incapacity Scotland Act (2000) http://www.mwcscot.org.uk/the-law/adults-with-inca... .
The UK Acts specifically focus on mental capacity and say that every adult has the right to make
decisions unless proved otherwise and that each individual has a different capacity to make decisions about different aspects of their life. In addition they state
that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria in the following diagram.
Thanks to Charity Rowland for inviting me to host this week’s collection.
I’m co-director of Talking Mats www.talkingmats.com which is a Social Enterprise in Scotland whose vision is to improve the lives of people with communication difficulties by increasing their capacity to communicate effectively about things that matter to them. More and more our team is becoming involved in helping to determine whether or not people with communication difficulties have the capacity to make decisions for themselves. So I thought it might be interesting to post some thoughts and links which have developed from our work and hear from others in our field about their experiences.
Firstly the right to self-determination is enshrined in law.
In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948) http://www.un.org/en/universal-declaration-human-r...
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990 https://www.ada.gov/pubs/ada.htm.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales http://www.legislation.gov.uk/ukpga/2005/9/content... and the Adults with Incapacity Scotland Act (2000) http://www.mwcscot.org.uk/the-law/adults-with-inca... .
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has Capacity unless it is established that the person has substantial difficulty in one or more of the following criteria in the following diagram.
Thanks to Charity Rowland for inviting me to host this week’s collection. I’m co-director of Talking Mats www.talkingmats.com which is a Social Enterprise in Scotland whose vision is to improve the lives of people with communication difficulties by increasing their capacity to communicate effectively about things that matter to them. More and more our team is becoming involved in helping to determine whether or not people with communication difficulties have the capacity to make decisions for themselves. So I thought it might be interesting to post some thoughts and links which have developed from our work and hear from others in our field about their experiences.
Firstly the right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948) http://www.un.org/en/universal-declaration-human-r...
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990 https://www.ada.gov/pubs/ada.htm.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales http://www.legislation.gov.uk/ukpga/2005/9/content... and the Adults with Incapacity Scotland Act (2000) http://www.mwcscot.org.uk/the-law/adults-with-inca... .
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has Capacity unless it is established that the person has substantial difficulty in one or more of the following criteria in the following diagram.
The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
Judgments on capacity:
cannot be based on age, behaviour or disability
need to be made decision by decision – (so not being able to make more complicated decisions does not apply to all decisions)
cannot be based on past experience of decisions – they need to focused on the here and now
must take into account the adult's socio-cultural circumstances wherever relevant
The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
Judgments on capacity:
- cannot be based on age, behaviour or disability
- need to be made decision by decision – (so not being able to make more complicated decisions does not apply to all decisions)
- cannot be based on past experience of decisions – they need to focused on the here and now
- must take into account the adult's socio-cultural circumstances wherever relevant.
In my next post I will explain how Talking Mats can help support decision making and the identification of Capacity.
Talking Mats is a research-based interactive resource that uses three sets of picture communication symbols – topics, options and a visual scale – and a space on which to display them. This can either be a physical textured mat, or a digital space, for example a tablet, smart board or computer screen. Once the topic is chosen e.g., where you live, the participant is given the options one at a time and asked to think about what they feel about each one. They can then place the symbol under the appropriate visual scale symbol to indicate what they feel.
There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
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There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
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There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
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There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
What support frameworks do you use to support decision making?
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Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This post describes some practical examples of how Talking Mats has been used to help with decision making and supporting capacity decisions.
They are taking from stories which people have sent to the Talking Mats team and which have been been made into blogs on the Talking Mays website
This blog is the transcript of a speech given by Greig McMurchy who is a young man who has cerebral palsy and uses a Voice Activated Communication System. He gave this speech at the launch of new Talking Mats Resources and in it he described how he has used Talking Mats to share his views, opinions and wishes, and how 'this system was helping me to make life Changing decisions, such as what I wanted to do with my life once I had finished my college course'.
This blog outlines how Talking Mats can
support capacity to make decisions and includes some of the comments we
received form participants at a Talking Mats seminar about the benefits of
using Talking Mats to support decision making.
http://www.talkingmats.com/can-talking-mats-suppor...
This blog was sent to us by Anna Volkmer who
has had an excellent book published – Dealing with Capacity and Other
Legal Issues with Adults with Acquired Neurological Conditions http://www.jr-press.co.uk/dealing-capacity-legal-i... In it she describes how AAC methods, including
Talking Mats, can be used to support people in expressing their decisions.
http://www.talkingmats.com/lets-talk-about-capacit...
Ruth Spilman is a Senior Speech and Language
Therapist with Specialist services in education with the Cambian Group, Dorset,
England www.cambiangroup.com . In this blog she
discusses how she uses Talking Mats for Capacity Assessments with People
with Additional Support Needs and Learning Disabilities
http://www.talkingmats.com/talking-mats-for-capaci...
This blog was sent to us by Gillian
Callander, Speech and Language Therapist in Glasgow, Scotland who has used the
Talking Mats Eating and Drinking Resource with people with learning disability.
She describes how it helps to ensure, that as far as possible, service users
are able to input into the discussion about their eating and drinking and to
make their opinions known. She has found that Talking Mats helped to provide
evidence that service users do or do not understand the information being
presented and can help decide outcome with regard to capacity for decision
making.
http://www.talkingmats.com/talking-mats-eating-and...
This post describes some practical examples of how Talking Mats has been used to help with decision making and supporting capacity decisions.
They are taken from stories which people have sent to the Talking Mats team and which have been been made into blogs on the Talking Mats website. Have a look at our website for more.
1. This blog is the transcript of a speech given by Greig McMurchy who is a young man who has cerebral palsy and uses a Voice Activated Communication System. He gave this speech at the launch of new Talking Mats Resources and in it he described how he has used Talking Mats to share his views, opinions and wishes, and how 'this system was helping me to make life Changing decisions, such as what I wanted to do with my life once I had finished my college course'.
2. Ruth Spilman is a Senior Speech and Language Therapist with Specialist services in education with the Cambian Group, Dorset, England. In this blog she discusses how she uses Talking Mats for Capacity Assessments with People with Additional Support Needs and Learning Disabilities
3. This blog was sent to us by Anna Volkmer who has had an excellent book published – Dealing with Capacity and Other Legal Issues with Adults with Acquired Neurological Conditions. In it she describes how AAC methods, including Talking Mats, can be used to support people in expressing their decisions.
4. This blog outlines how Talking Mats can support capacity to make decisions and includes some of the comments we received form participants at a Talking Mats seminar about the benefits of using Talking Mats to support decision making.
4. This blog was sent to us by Gillian Callander, Speech and Language Therapist in Glasgow, Scotland who has used the Talking Mats Eating and Drinking Resource with people with learning disability. She describes how it helps to ensure, that as far as possible, service users are able to input into the discussion about their eating and drinking and to make their opinions known. She has found that Talking Mats helped to provide evidence that service users do or do not understand the information being presented and can help decide outcome with regard to capacity for decision making.
Please share your stories of how you support decision making in a capacity context
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They are taking from stories which people have sent to the Talking Mats team and which have been been made into blogs on the Talking Mats website
1. This blog is the transcript of a speech given by Greig McMurchy who is a young man who has cerebral palsy and uses a Voice Activated Communication System. He gave this speech at the launch of new Talking Mats Resources and in it he described how he has used Talking Mats to share his views, opinions and wishes, and how 'this system was helping me to make life Changing decisions, such as what I wanted to do with my life once I had finished my college course'.
2. Ruth Spilman is a Senior Speech and Language Therapist with Specialist services in education with the Cambian Group, Dorset, England. In this blog she discusses how she uses Talking Mats for Capacity Assessments with People with Additional Support Needs and Learning Disabilities
3. This blog was sent to us by Anna Volkmer who has had an excellent book published – Dealing with Capacity and Other Legal Issues with Adults with Acquired Neurological Conditions. In it she describes how AAC methods, including Talking Mats, can be used to support people in expressing their decisions.
4. This blog outlines how Talking Mats can support capacity to make decisions and includes some of the comments we received form participants at a Talking Mats seminar about the benefits of using Talking Mats to support decision making.
4. This blog was sent to us by Gillian Callander, Speech and Language Therapist in Glasgow, Scotland who has used the Talking Mats Eating and Drinking Resource with people with learning disability. She describes how it helps to ensure, that as far as possible, service users are able to input into the discussion about their eating and drinking and to make their opinions known. She has found that Talking Mats helped to provide evidence that service users do or do not understand the information being presented and can help decide outcome with regard to capacity for decision making.
Question: Please share your stories of how you support decision making in a capacity context.
","userID":25767,"timestamp":"2017-02-16T17:33:07.597","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8665,"title":"The right to self-determination - setting the scene","body":"The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
Judgments on capacity:
- cannot be based on age, behaviour or disability
- need to be made decision by decision – (so not being able to make more complicated decisions does not apply to all decisions)
- cannot be based on past experience of decisions – they need to focused on the here and now
- must take into account the adult's socio-cultural circumstances wherever relevant.
In my next post I will explain how Talking Mats can help support decision making and the identification of Capacity.
What are the support and barriers to self-determination where you work?
I’m co-director of Talking Mats www.talkingmats.com which is a Social Enterprise in
Scotland whose vision is to improve the lives of people with communication
difficulties by increasing their capacity to communicate effectively about
things that matter to them. More and more our team is becoming involved in
helping to determine whether or not people with communication difficulties have
the capacity to make decisions for themselves. So I thought it might be
interesting to post some thoughts and links which have developed from our work
and hear from others in our field about their experiences.
Firstly the right to self-determination is enshrined in law.
In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948) http://www.un.org/en/universal-declaration-human-r...
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have
equal rights, including in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990 https://www.ada.gov/pubs/ada.htm. In the UK, the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales http://www.legislation.gov.uk/ukpga/2005/9/content... and the Adults with Incapacity Scotland Act (2000) http://www.mwcscot.org.uk/the-law/adults-with-inca... .
The UK Acts specifically focus on mental capacity and say that every adult has the right to make
decisions unless proved otherwise and that each individual has a different capacity to make decisions about different aspects of their life. In addition they state
that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria in the following diagram.
Thanks to Charity Rowland for inviting me to host this week’s collection.
I’m co-director of Talking Mats www.talkingmats.com which is a Social Enterprise in Scotland whose vision is to improve the lives of people with communication difficulties by increasing their capacity to communicate effectively about things that matter to them. More and more our team is becoming involved in helping to determine whether or not people with communication difficulties have the capacity to make decisions for themselves. So I thought it might be interesting to post some thoughts and links which have developed from our work and hear from others in our field about their experiences.
Firstly the right to self-determination is enshrined in law.
In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948) http://www.un.org/en/universal-declaration-human-r...
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990 https://www.ada.gov/pubs/ada.htm.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales http://www.legislation.gov.uk/ukpga/2005/9/content... and the Adults with Incapacity Scotland Act (2000) http://www.mwcscot.org.uk/the-law/adults-with-inca... .
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has Capacity unless it is established that the person has substantial difficulty in one or more of the following criteria in the following diagram.
Thanks to Charity Rowland for inviting me to host this week’s collection. I’m co-director of Talking Mats www.talkingmats.com which is a Social Enterprise in Scotland whose vision is to improve the lives of people with communication difficulties by increasing their capacity to communicate effectively about things that matter to them. More and more our team is becoming involved in helping to determine whether or not people with communication difficulties have the capacity to make decisions for themselves. So I thought it might be interesting to post some thoughts and links which have developed from our work and hear from others in our field about their experiences.
Firstly the right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948) http://www.un.org/en/universal-declaration-human-r...
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990 https://www.ada.gov/pubs/ada.htm.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales http://www.legislation.gov.uk/ukpga/2005/9/content... and the Adults with Incapacity Scotland Act (2000) http://www.mwcscot.org.uk/the-law/adults-with-inca... .
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has Capacity unless it is established that the person has substantial difficulty in one or more of the following criteria in the following diagram.
The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
Judgments on capacity:
cannot be based on age, behaviour or disability
need to be made decision by decision – (so not being able to make more complicated decisions does not apply to all decisions)
cannot be based on past experience of decisions – they need to focused on the here and now
must take into account the adult's socio-cultural circumstances wherever relevant
The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
Judgments on capacity:
- cannot be based on age, behaviour or disability
- need to be made decision by decision – (so not being able to make more complicated decisions does not apply to all decisions)
- cannot be based on past experience of decisions – they need to focused on the here and now
- must take into account the adult's socio-cultural circumstances wherever relevant.
In my next post I will explain how Talking Mats can help support decision making and the identification of Capacity.
Talking Mats is a research-based interactive resource that uses three sets of picture communication symbols – topics, options and a visual scale – and a space on which to display them. This can either be a physical textured mat, or a digital space, for example a tablet, smart board or computer screen. Once the topic is chosen e.g., where you live, the participant is given the options one at a time and asked to think about what they feel about each one. They can then place the symbol under the appropriate visual scale symbol to indicate what they feel.
There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
","userID":25767,"timestamp":"2017-02-16T19:57:37.68","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8658,"title":"DELETE","body":"Talking Mats is a research-based interactive resource that uses three sets of picture communication symbols – topics, options and a visual scale – and a space on which to display them. This can either be a physical textured mat, or a digital space, for example a tablet, smart board or computer screen. Once the topic is chosen e.g., where you live, the participant is given the options one at a time and asked to think about what they feel about each one. They can then place the symbol under the appropriate visual scale symbol to indicate what they feel.
There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
","userID":25767,"timestamp":"2017-02-16T19:55:30.18","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8659,"title":"DELETE","body":"Talking Mats is a research-based interactive resource that uses three sets of picture communication symbols – topics, options and a visual scale – and a space on which to display them. This can either be a physical textured mat, or a digital space, for example a tablet, smart board or computer screen. Once the topic is chosen e.g., where you live, the participant is given the options one at a time and asked to think about what they feel about each one. They can then place the symbol under the appropriate visual scale symbol to indicate what they feel.
There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
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There is a lot of information about Talking Mats on our website including how it works, the research behind it, the resources which are available and how to access training.
In my next post I will discuss how Talking Mats can help decision making and determining capacity?
What support frameworks do you use to support decision making?
","userID":25767,"timestamp":"2017-02-16T20:08:31.68","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2350,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5791,"postID":8660,"userID":27659,"timestamp":"2017-02-23T16:22:35.4"},{"starID":5793,"postID":8660,"userID":4338,"timestamp":"2017-02-24T10:19:21.497"}],"PostCollectionItems":[{"collectionItemID":196,"collectionID":107,"postID":8660,"quote":"Talking Mats is an evidence based tool that can help people make decisions"}]},{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This post describes some practical examples of how Talking Mats has been used to help with decision making and supporting capacity decisions.
They are taking from stories which people have sent to the Talking Mats team and which have been been made into blogs on the Talking Mays website
This blog is the transcript of a speech given by Greig McMurchy who is a young man who has cerebral palsy and uses a Voice Activated Communication System. He gave this speech at the launch of new Talking Mats Resources and in it he described how he has used Talking Mats to share his views, opinions and wishes, and how 'this system was helping me to make life Changing decisions, such as what I wanted to do with my life once I had finished my college course'.
This blog outlines how Talking Mats can
support capacity to make decisions and includes some of the comments we
received form participants at a Talking Mats seminar about the benefits of
using Talking Mats to support decision making.
http://www.talkingmats.com/can-talking-mats-suppor...
This blog was sent to us by Anna Volkmer who
has had an excellent book published – Dealing with Capacity and Other
Legal Issues with Adults with Acquired Neurological Conditions http://www.jr-press.co.uk/dealing-capacity-legal-i... In it she describes how AAC methods, including
Talking Mats, can be used to support people in expressing their decisions.
http://www.talkingmats.com/lets-talk-about-capacit...
Ruth Spilman is a Senior Speech and Language
Therapist with Specialist services in education with the Cambian Group, Dorset,
England www.cambiangroup.com . In this blog she
discusses how she uses Talking Mats for Capacity Assessments with People
with Additional Support Needs and Learning Disabilities
http://www.talkingmats.com/talking-mats-for-capaci...
This blog was sent to us by Gillian
Callander, Speech and Language Therapist in Glasgow, Scotland who has used the
Talking Mats Eating and Drinking Resource with people with learning disability.
She describes how it helps to ensure, that as far as possible, service users
are able to input into the discussion about their eating and drinking and to
make their opinions known. She has found that Talking Mats helped to provide
evidence that service users do or do not understand the information being
presented and can help decide outcome with regard to capacity for decision
making.
http://www.talkingmats.com/talking-mats-eating-and...
This post describes some practical examples of how Talking Mats has been used to help with decision making and supporting capacity decisions.
They are taken from stories which people have sent to the Talking Mats team and which have been been made into blogs on the Talking Mats website. Have a look at our website for more.
1. This blog is the transcript of a speech given by Greig McMurchy who is a young man who has cerebral palsy and uses a Voice Activated Communication System. He gave this speech at the launch of new Talking Mats Resources and in it he described how he has used Talking Mats to share his views, opinions and wishes, and how 'this system was helping me to make life Changing decisions, such as what I wanted to do with my life once I had finished my college course'.
2. Ruth Spilman is a Senior Speech and Language Therapist with Specialist services in education with the Cambian Group, Dorset, England. In this blog she discusses how she uses Talking Mats for Capacity Assessments with People with Additional Support Needs and Learning Disabilities
3. This blog was sent to us by Anna Volkmer who has had an excellent book published – Dealing with Capacity and Other Legal Issues with Adults with Acquired Neurological Conditions. In it she describes how AAC methods, including Talking Mats, can be used to support people in expressing their decisions.
4. This blog outlines how Talking Mats can support capacity to make decisions and includes some of the comments we received form participants at a Talking Mats seminar about the benefits of using Talking Mats to support decision making.
4. This blog was sent to us by Gillian Callander, Speech and Language Therapist in Glasgow, Scotland who has used the Talking Mats Eating and Drinking Resource with people with learning disability. She describes how it helps to ensure, that as far as possible, service users are able to input into the discussion about their eating and drinking and to make their opinions known. She has found that Talking Mats helped to provide evidence that service users do or do not understand the information being presented and can help decide outcome with regard to capacity for decision making.
Please share your stories of how you support decision making in a capacity context
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They are taking from stories which people have sent to the Talking Mats team and which have been been made into blogs on the Talking Mats website
1. This blog is the transcript of a speech given by Greig McMurchy who is a young man who has cerebral palsy and uses a Voice Activated Communication System. He gave this speech at the launch of new Talking Mats Resources and in it he described how he has used Talking Mats to share his views, opinions and wishes, and how 'this system was helping me to make life Changing decisions, such as what I wanted to do with my life once I had finished my college course'.
2. Ruth Spilman is a Senior Speech and Language Therapist with Specialist services in education with the Cambian Group, Dorset, England. In this blog she discusses how she uses Talking Mats for Capacity Assessments with People with Additional Support Needs and Learning Disabilities
3. This blog was sent to us by Anna Volkmer who has had an excellent book published – Dealing with Capacity and Other Legal Issues with Adults with Acquired Neurological Conditions. In it she describes how AAC methods, including Talking Mats, can be used to support people in expressing their decisions.
4. This blog outlines how Talking Mats can support capacity to make decisions and includes some of the comments we received form participants at a Talking Mats seminar about the benefits of using Talking Mats to support decision making.
4. This blog was sent to us by Gillian Callander, Speech and Language Therapist in Glasgow, Scotland who has used the Talking Mats Eating and Drinking Resource with people with learning disability. She describes how it helps to ensure, that as far as possible, service users are able to input into the discussion about their eating and drinking and to make their opinions known. She has found that Talking Mats helped to provide evidence that service users do or do not understand the information being presented and can help decide outcome with regard to capacity for decision making.
Question: Please share your stories of how you support decision making in a capacity context.
","userID":25767,"timestamp":"2017-02-16T17:33:07.597","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8665,"title":"The right to self-determination - setting the scene","body":"The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration of Human Rights Act (1948)
Since 1948 there have been laws passed in many countries stating that people with communication disabilities should have equal rights, including and specifically in the complex area of mental capacity. In the United States the Federal Law that covers this is the Americans with Disabilities Act of 1990.
In the UK the key Acts of Parliament are the Mental Capacity Act (2005) England and Wales and the Adults with Incapacity Scotland Act (2000).
The UK Acts specifically focus on mental capacity and say that every adult has the right to make decisions unless proved otherwise and that each individual has a different capacity
to make decisions about different aspects of their life. In addition they state that we must assume that someone has capacity unless it is established that the person has substantial difficulty in one or more of the following criteria.
1.Understanding relevant information
2.Retaining information
3. Using or weighing up the information
4. Communicating views, wishes and feelings
There are a number of important expectations behind these Acts which are particularly significant for people with communication difficulties.
Judgments on capacity:
- cannot be based on age, behaviour or disability
- need to be made decision by decision – (so not being able to make more complicated decisions does not apply to all decisions)
- cannot be based on past experience of decisions – they need to focused on the here and now
- must take into account the adult's socio-cultural circumstances wherever relevant.
In my next post I will explain how Talking Mats can help support decision making and the identification of Capacity.
What are the support and barriers to self-determination where you work?
Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
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We are a small group of researchers, speech-language pathologists and educational experts who are passionate about creating an engaging and supportive community to improve outcomes for individuals with complex communication needs. \r\n\r\n\r\n","lastLogin":"2016-04-18T09:31:25.747","admin":true,"website":"http://www.communicationmatrix.org","noShowEmail":false,"twitter":null,"facebook":"Communication Matrix","charter":false,"organization1":"Oregon Health & Science University","organization2":null,"staff":true,"emailer":"None","lastEmailSent":null,"highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":7896,"userID":2023,"userTypeID":1,"type":"","UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":7897,"userID":2023,"userTypeID":2,"type":"","UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":7898,"userID":2023,"userTypeID":1006,"type":"","UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}},{"userTypeLookupID":7899,"userID":2023,"userTypeID":1007,"type":"","UserType":{"userTypeID":1007,"type":"Other Professional","main":false,"largeIcon":"OLarge.png","smallIcon":"OSmall.png"}}]}},{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387","User":{"userID":27462,"userName":"Tom Keating","email":"tkeating@cognitopia.com","photo":"/Uploads/photo_27462.jpg","firstName":"Tom","lastName":"Keating","city":"Eugene","stateID":"OR","bio":"Tom is co-founder and CEO of Cognitopia, home of the Cognitopia Connect platform for life management applications for individuals with cognitive disabilities. He is also an Adjunct Research Associate in the Computer and Information Sciences Department of the University of Oregon. Tom has been focused for the past 20 years on research and development of self-management and community living applications for individuals with cognitive disabilities including autism, intellectual disabilities, traumatic brain injury, and cognitive decline due to aging. He developed the Picture Planner™ visual calendaring system and the ScanDo video modeling application and has been principal investigator on over 20 federally-funded technology development projects with over 10 million dollars in funding. His perspective in all of his work has been strongly influenced by his experience of over 30 years as a caregiver for a brother who experienced autism. 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Augmentative Communication Inc.; Patient-Provider Forum; Board of Directors: Bridge School, Central Coast Children’s Foundation; Community Emergency Response Volunteers. 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Blackstone Ph.D., CCC-SP. Augmentative Communication Inc.; Patient-Provider Forum; Board of Directors: Bridge School, Central Coast Children’s Foundation; Community Emergency Response Volunteers. USSAAC. \nExample pubs: Augmentative Communication News; Social Networks: A Communication Inventory for Individuals with CCN and their Communication Partners; Patient Provider Communication: Role of SLPs and Other Health Professionals plus multiple articles. \n\n","lastLogin":"2017-02-01T21:11:31.273","admin":false,"website":"www.augcominc.com","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Augmentative Communication, Inc","organization2":"Central Coast Children's Foundation","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-30T23:08:22.857","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":18629,"userID":25819,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":200,"collectionID":106,"postID":8560,"quote":"AAC Implementation: Authentic communication and participation...How much fun are we having? This collection focuses on building community/friendships. Lots of great examples.","Post":{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
","userID":14433,"timestamp":"2016-12-01T03:13:20.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5704,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5713,"postID":8560,"userID":2016,"timestamp":"2016-12-02T21:18:35.053","User":{"userID":2016,"userName":"Amy Parker","email":"parkeamy@gmail.com","photo":"/Uploads/photo_2016.jpg","firstName":"Amy","lastName":"Parker","city":"Monmouth","stateID":"OR","bio":"I have 20 years experience in working with people who are deaf-blind as an employment specialist, independent living teacher, in-home parent trainer and advocate. I have doctorate in special education with an emphasis in deaf-blindness and a certification in orientation and mobility in 2009 through an OSEP funded leadership and enrichment fellowship. \n\nThe Communication Matrix is one of the best assessments I have ever used to empower the teams and families of those that serve students with significant disabilities.","lastLogin":"2016-04-10T12:53:33.407","admin":false,"website":"http://amytparker.com/","noShowEmail":true,"twitter":"","facebook":"https://www.facebook.com/amytollersonparker","charter":true,"organization1":"","organization2":"National Center on Deaf-Blindness","staff":true,"emailer":"None","lastEmailSent":"2020-02-10T23:00:31.417","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":16723,"userID":2016,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":16724,"userID":2016,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}},{"userTypeLookupID":16725,"userID":2016,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}],"User":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":25819,"userName":"Sarah","email":"sarahblack@aol.com","photo":"/Uploads/photo_25819.jpg","firstName":"Sarah","lastName":"Blackstone","city":"Monterey","stateID":"CA","bio":"Sarah W. Blackstone Ph.D., CCC-SP. Augmentative Communication Inc.; Patient-Provider Forum; Board of Directors: Bridge School, Central Coast Children’s Foundation; Community Emergency Response Volunteers. USSAAC. \nExample pubs: Augmentative Communication News; Social Networks: A Communication Inventory for Individuals with CCN and their Communication Partners; Patient Provider Communication: Role of SLPs and Other Health Professionals plus multiple articles. \n\n","lastLogin":"2017-02-01T21:11:31.273","admin":false,"website":"www.augcominc.com","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Augmentative Communication, Inc","organization2":"Central Coast Children's Foundation","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-30T23:08:22.857","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":18629,"userID":25819,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303"},{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387"}],"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]},{"postID":8668,"title":"Social Networks Inventory","body":"The Social Networks Inventory (attached) is administered to at least two people: a family member and a professional who is familiar with the individual's communication strategies. If possible, the individual with complex communication needs should fill out his/her own circles and answer as many questions as possible.
The Inventory is meant to be completed in one or more sessions over one or more days. Instructions are available in the Social Networks Manual, along with the theoretical basis for the tool and research related its use. The manual, video, and inventory are available from Attainment Company. It was updated in 2012.
Also, included in this post is a link to a Social Networks newsletter (Augmentative Communication Inc.) written in 2003, but provides background information for the tool.
This post has two documents. (1) The Social Networks Inventory. The inventory is administered to at least two people (someone in person's 1st circle and a professional in the person's 4th circle familiar with person's use of communication strategies. Ideally, the person with complex communication needs should fill out their own circles of communication partners and other sections, as possible. Instructions are needed to administer the Inventory and available in the Social Networks Manual. (Attainment Company, 2012).
(2) A newsletter about Social Networks. Provides background information. Written in 2003.
","userID":25819,"timestamp":"2017-02-17T20:43:06.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6988,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6076,"postID":8669,"userID":125379,"timestamp":"2019-12-01T02:52:37.907"}],"PostCollectionItems":[]}],"Posts1":[{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303"},{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387"}],"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]},{"postID":8668,"title":"Social Networks Inventory","body":"The Social Networks Inventory (attached) is administered to at least two people: a family member and a professional who is familiar with the individual's communication strategies. If possible, the individual with complex communication needs should fill out his/her own circles and answer as many questions as possible.
The Inventory is meant to be completed in one or more sessions over one or more days. Instructions are available in the Social Networks Manual, along with the theoretical basis for the tool and research related its use. The manual, video, and inventory are available from Attainment Company. It was updated in 2012.
Also, included in this post is a link to a Social Networks newsletter (Augmentative Communication Inc.) written in 2003, but provides background information for the tool.
This post has two documents. (1) The Social Networks Inventory. The inventory is administered to at least two people (someone in person's 1st circle and a professional in the person's 4th circle familiar with person's use of communication strategies. Ideally, the person with complex communication needs should fill out their own circles of communication partners and other sections, as possible. Instructions are needed to administer the Inventory and available in the Social Networks Manual. (Attainment Company, 2012).
(2) A newsletter about Social Networks. Provides background information. Written in 2003.
","userID":25819,"timestamp":"2017-02-17T20:43:06.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6988,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6076,"postID":8669,"userID":125379,"timestamp":"2019-12-01T02:52:37.907"}],"PostCollectionItems":[]}]}},{"collectionID":106,"name":"Social Networks: Improving Practice and Outcomes for Persons with Complex Communication Needs","description":"Successful communication interventions should, by definition, result in improved communicative competence AND positively impact participation and should increase opportunities across activities and environments. Consideration of an individual's the social networks can influence goal setting and outcomes. \nWe can chat about 5 circles of communication partners (family, friends, acquaintances, paid workers, unfamiliar partners) and how communication within each circle is different and may require different types of communication supports. \nI will share Social Networks: A Communication Inventory for Persons with Complex Communication Needs and their Communication Partners, a tool that can help individuals, families, professionals and advocates (1) collect information systematically from individuals, families and professionals, (2) sort out the complexities influencing communication intervention and (3) measure outcomes in ways that enable teams to refine the intervention process over time. \n\nWe can chat about how consideration of a person's social networks can help steer interventions toward outcomes that matter to children (as they grow up) and their families. ","dateCreated":"2017-02-07T19:20:24.877","bio":"Sarah W. Blackstone is President of Augmentative Communication, Inc. in Monterey, CA. She served as a Project Director for the Rehabilitation Engineering Research Center on Communication Enhancement (AAC-RERC) funded by the National Institute for Disability and Rehabilitation Research. Dr. Blackstone received her Ph.D. from the University of Pittsburgh in 1980 and was Chief, Speech-Language Pathologist at the Kennedy Institute (Johns Hopkins Medical School). She was Editor of the first text in the field of AAC (Augmentative Communication: An Introduction, American Speech and Hearing Association, 1985). \nA former president of ISAAC, she currently serves on the Board of Directors of USSAAC, The Bridge School in Burlingame, California, the Central Coast Children's Foundation, and the Community Emergency Response Volunteers of the Monterey Peninsula. \nDr. Blackstone was the recipient of ISAAC's first Distinguished Service Award and of USSAAC's first Award of Professional Excellence, as well as the DeCarlo Award for Clinical Achievement (Maryland/ASHA). She chaired ASHA's Scope of Practice Task Force in AAC, and has also served as Chair of the Advisory Board of the Center for Literacy and Disability. In the mid 90’s, she organized and directed two international conferences on Outcomes Measurement in AAC.\nFor 30 years, she authored/published Augmentative Communication News and published Alternatively Speaking. She also was Series Editor of the ISAAC book series and co-authored Social Networks: A Communication Inventory for Children and Adults with Complex Communication Needs and Their Communication with Mary Hunt Berg (2012). She's \"old\" and has done a lot of presentations and articles.\nShe was appointed to the NIH Council for the Institute for Deafness and Communication Disorders in 2015. ","published":true,"userID":25819,"PostCollectionItems":[{"collectionItemID":190,"collectionID":106,"postID":8626,"quote":"This post defines communication in a way that refutes a sender - receiver model of communication and grounds the area of social networks in several widely accepted paradigms. The area of social networks (not facebook, twitter perse), but rather based in sociology is a helpful paradigm for use in assessment, treatment, and meaningful outcomes of people who have significant communication challenges. For example, the Social Networks Inventory : \n\n1. Highlights the family’s role in successful AAC interventions. \n\n2. Takes into account the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) framework that recommends that, \"in planning interventions, service providers consider the levels of Activity (e.g., increasing the functional level of a person in daily life), Participation (e.g., expanding the extent to which a person’s can be involved life situations) and Context (e.g., enhancing the physical, social and attitudinal environment in which people live and conduct their lives). \n\n3 Supports the Participation Model, focusing on ways to provide opportunities for communication and access to communication tools as described in the Participation Model, which has been widely adopted by AAC workers as a guide to assessment and intervention. \n\n4. Captures the multi-modal nature of communication. \n\n5 Reflects Light’s model of communicative competence. Light (1989)\n\n6 Can help establish goals that reflect socio-linguistic and cultural values. \n\n7 Supports person-centered planning. \n","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","User":{"userID":2023,"userName":"Communication Matrix Team","email":"info@communicationmatrix.org","photo":"/Uploads/photo_2023.jpg","firstName":"Communication Matrix Team","lastName":"","city":"Portland","stateID":"OR","bio":"We are the team members who work on the Communication Matrix projects at Oregon Health & Science University. We are a small group of researchers, speech-language pathologists and educational experts who are passionate about creating an engaging and supportive community to improve outcomes for individuals with complex communication needs. \r\n\r\n\r\n","lastLogin":"2016-04-18T09:31:25.747","admin":true,"website":"http://www.communicationmatrix.org","noShowEmail":false,"twitter":null,"facebook":"Communication Matrix","charter":false,"organization1":"Oregon Health & Science University","organization2":null,"staff":true,"emailer":"None","lastEmailSent":null,"highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":7896,"userID":2023,"userTypeID":1,"type":"","UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":7897,"userID":2023,"userTypeID":2,"type":"","UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":7898,"userID":2023,"userTypeID":1006,"type":"","UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}},{"userTypeLookupID":7899,"userID":2023,"userTypeID":1007,"type":"","UserType":{"userTypeID":1007,"type":"Other Professional","main":false,"largeIcon":"OLarge.png","smallIcon":"OSmall.png"}}]}},{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387","User":{"userID":27462,"userName":"Tom Keating","email":"tkeating@cognitopia.com","photo":"/Uploads/photo_27462.jpg","firstName":"Tom","lastName":"Keating","city":"Eugene","stateID":"OR","bio":"Tom is co-founder and CEO of Cognitopia, home of the Cognitopia Connect platform for life management applications for individuals with cognitive disabilities. He is also an Adjunct Research Associate in the Computer and Information Sciences Department of the University of Oregon. Tom has been focused for the past 20 years on research and development of self-management and community living applications for individuals with cognitive disabilities including autism, intellectual disabilities, traumatic brain injury, and cognitive decline due to aging. He developed the Picture Planner™ visual calendaring system and the ScanDo video modeling application and has been principal investigator on over 20 federally-funded technology development projects with over 10 million dollars in funding. His perspective in all of his work has been strongly influenced by his experience of over 30 years as a caregiver for a brother who experienced autism. ","lastLogin":"2017-02-20T21:47:42.17","admin":false,"website":"www.cognitopia.com","noShowEmail":false,"twitter":"@cognitopia","facebook":"https://www.facebook.com/search/top/?q=cognitopia","charter":false,"organization1":"Cognitopia","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:08:33.597","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":19817,"userID":27462,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]}}],"User":{"userID":25819,"userName":"Sarah","email":"sarahblack@aol.com","photo":"/Uploads/photo_25819.jpg","firstName":"Sarah","lastName":"Blackstone","city":"Monterey","stateID":"CA","bio":"Sarah W. Blackstone Ph.D., CCC-SP. Augmentative Communication Inc.; Patient-Provider Forum; Board of Directors: Bridge School, Central Coast Children’s Foundation; Community Emergency Response Volunteers. USSAAC. \nExample pubs: Augmentative Communication News; Social Networks: A Communication Inventory for Individuals with CCN and their Communication Partners; Patient Provider Communication: Role of SLPs and Other Health Professionals plus multiple articles. \n\n","lastLogin":"2017-02-01T21:11:31.273","admin":false,"website":"www.augcominc.com","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Augmentative Communication, Inc","organization2":"Central Coast Children's Foundation","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-30T23:08:22.857","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":18629,"userID":25819,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":25819,"userName":"Sarah","email":"sarahblack@aol.com","photo":"/Uploads/photo_25819.jpg","firstName":"Sarah","lastName":"Blackstone","city":"Monterey","stateID":"CA","bio":"Sarah W. Blackstone Ph.D., CCC-SP. Augmentative Communication Inc.; Patient-Provider Forum; Board of Directors: Bridge School, Central Coast Children’s Foundation; Community Emergency Response Volunteers. USSAAC. \nExample pubs: Augmentative Communication News; Social Networks: A Communication Inventory for Individuals with CCN and their Communication Partners; Patient Provider Communication: Role of SLPs and Other Health Professionals plus multiple articles. \n\n","lastLogin":"2017-02-01T21:11:31.273","admin":false,"website":"www.augcominc.com","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Augmentative Communication, Inc","organization2":"Central Coast Children's Foundation","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-30T23:08:22.857","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":18629,"userID":25819,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":200,"collectionID":106,"postID":8560,"quote":"AAC Implementation: Authentic communication and participation...How much fun are we having? This collection focuses on building community/friendships. Lots of great examples.","Post":{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
","userID":14433,"timestamp":"2016-12-01T03:13:20.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5704,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5713,"postID":8560,"userID":2016,"timestamp":"2016-12-02T21:18:35.053","User":{"userID":2016,"userName":"Amy Parker","email":"parkeamy@gmail.com","photo":"/Uploads/photo_2016.jpg","firstName":"Amy","lastName":"Parker","city":"Monmouth","stateID":"OR","bio":"I have 20 years experience in working with people who are deaf-blind as an employment specialist, independent living teacher, in-home parent trainer and advocate. I have doctorate in special education with an emphasis in deaf-blindness and a certification in orientation and mobility in 2009 through an OSEP funded leadership and enrichment fellowship. \n\nThe Communication Matrix is one of the best assessments I have ever used to empower the teams and families of those that serve students with significant disabilities.","lastLogin":"2016-04-10T12:53:33.407","admin":false,"website":"http://amytparker.com/","noShowEmail":true,"twitter":"","facebook":"https://www.facebook.com/amytollersonparker","charter":true,"organization1":"","organization2":"National Center on Deaf-Blindness","staff":true,"emailer":"None","lastEmailSent":"2020-02-10T23:00:31.417","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":16723,"userID":2016,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":16724,"userID":2016,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}},{"userTypeLookupID":16725,"userID":2016,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}],"User":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":25819,"userName":"Sarah","email":"sarahblack@aol.com","photo":"/Uploads/photo_25819.jpg","firstName":"Sarah","lastName":"Blackstone","city":"Monterey","stateID":"CA","bio":"Sarah W. Blackstone Ph.D., CCC-SP. Augmentative Communication Inc.; Patient-Provider Forum; Board of Directors: Bridge School, Central Coast Children’s Foundation; Community Emergency Response Volunteers. USSAAC. \nExample pubs: Augmentative Communication News; Social Networks: A Communication Inventory for Individuals with CCN and their Communication Partners; Patient Provider Communication: Role of SLPs and Other Health Professionals plus multiple articles. \n\n","lastLogin":"2017-02-01T21:11:31.273","admin":false,"website":"www.augcominc.com","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Augmentative Communication, Inc","organization2":"Central Coast Children's Foundation","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-30T23:08:22.857","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":18629,"userID":25819,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303"},{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387"}],"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]},{"postID":8668,"title":"Social Networks Inventory","body":"The Social Networks Inventory (attached) is administered to at least two people: a family member and a professional who is familiar with the individual's communication strategies. If possible, the individual with complex communication needs should fill out his/her own circles and answer as many questions as possible.
The Inventory is meant to be completed in one or more sessions over one or more days. Instructions are available in the Social Networks Manual, along with the theoretical basis for the tool and research related its use. The manual, video, and inventory are available from Attainment Company. It was updated in 2012.
Also, included in this post is a link to a Social Networks newsletter (Augmentative Communication Inc.) written in 2003, but provides background information for the tool.
This post has two documents. (1) The Social Networks Inventory. The inventory is administered to at least two people (someone in person's 1st circle and a professional in the person's 4th circle familiar with person's use of communication strategies. Ideally, the person with complex communication needs should fill out their own circles of communication partners and other sections, as possible. Instructions are needed to administer the Inventory and available in the Social Networks Manual. (Attainment Company, 2012).
(2) A newsletter about Social Networks. Provides background information. Written in 2003.
","userID":25819,"timestamp":"2017-02-17T20:43:06.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6988,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6076,"postID":8669,"userID":125379,"timestamp":"2019-12-01T02:52:37.907"}],"PostCollectionItems":[]}],"Posts1":[{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303"},{"starID":5787,"postID":8631,"userID":27462,"timestamp":"2017-02-20T21:54:48.387"}],"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]},{"postID":8668,"title":"Social Networks Inventory","body":"The Social Networks Inventory (attached) is administered to at least two people: a family member and a professional who is familiar with the individual's communication strategies. If possible, the individual with complex communication needs should fill out his/her own circles and answer as many questions as possible.
The Inventory is meant to be completed in one or more sessions over one or more days. Instructions are available in the Social Networks Manual, along with the theoretical basis for the tool and research related its use. The manual, video, and inventory are available from Attainment Company. It was updated in 2012.
Also, included in this post is a link to a Social Networks newsletter (Augmentative Communication Inc.) written in 2003, but provides background information for the tool.
This post has two documents. (1) The Social Networks Inventory. The inventory is administered to at least two people (someone in person's 1st circle and a professional in the person's 4th circle familiar with person's use of communication strategies. Ideally, the person with complex communication needs should fill out their own circles of communication partners and other sections, as possible. Instructions are needed to administer the Inventory and available in the Social Networks Manual. (Attainment Company, 2012).
(2) A newsletter about Social Networks. Provides background information. Written in 2003.
","userID":25819,"timestamp":"2017-02-17T20:43:06.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6988,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6076,"postID":8669,"userID":125379,"timestamp":"2019-12-01T02:52:37.907"}],"PostCollectionItems":[]}]}},{"collectionID":24,"name":"Does Your Student Understand What She's Saying?","description":"When you're first teaching learners to use some sort of tangible symbol (whether pictures or objects), it's all too easy to set up a situation where they figure out that if they select a symbol--any symbol-- they get something they want...and they don't need to learn what each symbol means. Since selecting any of the symbols offered results in some attention and something new, it's worthwhile to randomly select any of the choices offered. This is especially true when common high-tech devices (such as iPads) are used. They make symbol selection so easy that the purposefulness of a selection may be questionable. If you are working with someone who understands speech and to whom you can explain exactly what a symbol means, it’s probably not an issue. But when comprehension is questionable, it may be a big issue. If we don’t attend to comprehension from the very beginning of instruction, then we may find out too late that the user doesn’t understand the 1:1 correspondence between a particular symbol and what it represents. This situation will be very difficult to remedy if it persists for any length of time. This collection addresses this issue. \n","dateCreated":"2016-03-16T15:19:49.32","bio":null,"published":true,"userID":9043,"PostCollectionItems":[{"collectionItemID":5,"collectionID":24,"postID":8138,"quote":"This post discusses including \"distractor\" symbols into the array from which the learner chooses to boost comprehension.","Post":{"postID":8138,"title":"Indicators of Intentional Communication and Meaningful Use of Symbols","body":"Sometimes it's difficult to determine whether potentially communicative behavior is intentional or not. 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consisting of symbols for nothing but preferred items, and immediately gives the learner the item corresponding to the chosen symbol. The problem with this approach is that it really doesn’t make much difference which symbol the learner chooses, if he likes all of the available options. He is learning how to make the motor response required to indicate a symbol, but doesn’t need to pay much attention to the individual symbols. In fact, he may not even notice that the symbols are different, much less what each one means. To remedy this problem, we can \"mix it up\" in terms of what sort of symbols go into the array from which the learner chooses. For instance, perhaps you could insert into the array a few \"distractor\" symbols such as:
Non-preferred symbols. Try including in the choices at least one choice that the learner doesn't like. If she chooses the nonpreferred item, give it to her. Now the importance of the choice is heightened, since choosing the non-preferred symbol is not nearly as pleasant as choosing the preferred one.
\"Nothing\" symbols. For some individuals, a \"nothing\" symbol may be a good option. The \"nothing\" symbol is an abstract shape or a blank picture card that is never associated with any referent. When the learner chooses this symbol, he gets \"nothing\", and the choice starts over again after a minute or so of doing nothing. In this way, the individual learns that it makes a difference which symbol he chooses, but the task is made easier, because he only has to learn to avoid the \"nothing\" symbol. In addition to learning to discriminate between symbols, the individual also learns at this point how to use symbols to communicate a choice - in this case a choice between something and nothing.
The attached photo is a book with 3-dimensional symbols for snack items, some of which this particular learner didn't like, but most of which he did like.
See Tangible Symbol Systems, 2nd Ed. (2000) by C. Rowland & P. Schweigert for further information on this topic.
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post explains how to build comprehension checks into the early stages of teaching someone how to use a symbol system.","Post":{"postID":8150,"title":"The Science of Comprehension Checks (tangible symbols instruction)","body":"Comprehension Checks
When you are first introducing a symbol system to a learner who has no capacity to use any sort of symbols, you are really charting new territory. You need to be pretty scientific about it. In most cases, you need to take a very scientific approach to this effort to insure that the learner understands what these new-fangled “symbols” are (for communication) and what each one means. You will need to take data regularly to chart success, changing the instructional program based on the data. If the learner is succeeding, up the ante: if the learner is struggling, adjust instructional variables to make it easier.
In the beginning, you will need to ascertain that the learner understands the meaning of each new symbol (once she’s on a roll, you don’t need to worry so much about this). In the initial stages of instruction, include a “comprehension check” in your program. Comprehension checks begin when the array of symbols includes two or more. Now the learner must discriminate the correct symbol from an array of at least two possibilities. If there is going to be a correct versus incorrect symbol, then you need to use symbols for very specific things, rather than more generic concepts such as “want”, “help”, “more”, etc. Those generic concepts are pretty much always appropriate to use and thus are not revealing in terms of whether they are being used correctly. So stick with symbols for very specific items to begin with.
There are two major requesting procedures used to check comprehension as a learner first attempts to use tangible symbols in multi-symbol arrays. They differ in the order of presentation of the object and symbol arrays.
Objects first, then symbols. First, offer the learner a choice of objects. Once the learner has indicated which object she wants, offer a choice of symbols for the same objects. If the learner chooses the symbol that corresponds to the chosen object, this shows comprehension, as opposed to random choice. If the learner chooses the wrong symbol, do not give her the chosen object. Show her the correct symbol and set up a new choice of items.
Symbols first, then objects. The second procedure is just the opposite--the learner first chooses from an array of symbols, and then chooses the corresponding object. This is closer to the natural sequence of communication--first we ask for something, then we get it. Again, if the learner chooses the wrong object, do not give it to him. Show him the correct object and set up a new choice of symbols.
Comprehension checks are built into instruction for every new tangible symbol, and is continued until the data show that the learner clearly understands the meaning of that symbol. We generally require the learner to demonstrate comprehension for each symbol with at least 80% accuracy across two consecutive sessions. (Consider that if a student demonstrates 50% accuracy in selecting a symbol from a 2-symbol array, that is only random performance.) The comprehension check should be eliminated on a symbol- by-symbol basis. Once the comprehension check is eliminated, the learner is allowed to use tangible symbols just like one uses words; without an elaborate routine.
See Tangible Symbol Systems, 2nd Ed. (2000) by C. Rowland & P. Schweigert for further information on this topic.
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":5425,"postID":7950,"userID":9043,"timestamp":"2016-01-14T10:56:30.103","Post":{"postID":7950,"title":"Imitation or initiation of language","body":"I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5430,"postID":7964,"userID":9043,"timestamp":"2016-01-20T09:18:34.607","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5457,"postID":8021,"userID":9043,"timestamp":"2016-02-10T09:31:48.57","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5458,"postID":8014,"userID":9043,"timestamp":"2016-02-10T09:32:02.233","Post":{"postID":8014,"title":"Communication Discovery Process","body":"Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5459,"postID":8009,"userID":9043,"timestamp":"2016-02-10T09:32:14.047","Post":{"postID":8009,"title":"Pre-symbolic Communication Skills Development","body":"Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5490,"postID":8093,"userID":9043,"timestamp":"2016-03-07T08:49:34.213","Post":{"postID":8093,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":529,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5494,"postID":8104,"userID":9043,"timestamp":"2016-03-14T11:38:58.787","Post":{"postID":8104,"title":"Picture Communication System","body":"I have a younger student, 2nd grade, who I have implemented a communication book with a combination of PCS symbols and digital photos. These symbols and photos include core vocabulary, specific foods, toys, and other preferences. This student has hearing aids and a 1:1 sign language interpreter.
When working with this student, I notice that I get the best communication out of him when I am able to structure a 1:1 activity (snack, toys, etc.) with the objects in sight. Over the past year, we've worked on making a request from a field of 2-3 symbols/photos, focusing on visual scanning, discrimination, and improving consistency with touching/pointing to symbols- he's very busy! :)
Over the past few weeks, I've noticed that with a digital photo that closely represents the object, (i.e., cookie), I can increase the field up to 5-7 pictures, and the student will still scan and select the \"correct\" picture. It appears that the reinforcer is VERY motivating and he is very intentional. I have also noticed that he will sign \"more\" and then select a photo by touching... two words! :) Lastly, I've tried to put the communication book off to the side while assisting him with snack, and looking for him to touch it as initiation, so that I am not always the one presenting his options.
I guess my question is... What would be the best direction for this student? Continue to work on expanding the field? Work on increasing the symbols/photos he uses? Have him open the book to select from a page? Expanding this to other people/contexts? (Less structured times are more challenging). Requesting a NEW object/action? I'm not quite sure what would be the best direction. Any ideas? Thanks in advance! :)
","userID":3152,"timestamp":"2016-03-13T18:15:43.43","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":759,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5536,"postID":8212,"userID":9043,"timestamp":"2016-05-14T01:13:00.71","Post":{"postID":8212,"title":"New NCDB OHOA module \"Touch for Connecting and Learning\" coming soon! ","body":"Hello All,
I wanted to share a video highlighting the content to come in the most recent module from the National Center on Deaf-blindness's Open Hands, Open Access Deaf-Blind Intervener Learning Modules. These modules were created with a network of state Deaf-Blind project partners, families, teachers and consumers. Our next module, which is currently in field test, is \"Touch for Connecting and Learning.\" This module addresses both touch as an access point and as a tool for building trusted relationships. In the video below you can learn more about what this module entails and how touch makes a difference in the lives of learners and support providers.
This module will be a part of the nine new modules to be released this fall!
Link to the described video: Audio Described Video of Touch for Connecting and Learning Video
Module1: Understanding Your Child'sCues
We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
One of the most important strategies when working with individuals communicating using Pre-Intentional Behavior is Communication Partner Training.
Noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development.
1. Learn to recognize the behavior states and behavior patterns.
•\tAlertness/ Sleepiness
•\tDiscomfort/ Comfort
•\tActive/ Inactive
•\tAgitation/ Frustration/ Content
•\tHunger/ Thirst / Satiated
Some children with significant disabilities may show unusual behavior patterns. Keeping a schedule of times or day when your child or the individual you are working with is typically comfortable, alert, and attentive, is a helpful. The best learning happens when an individual is content, comfortable, and active. Make the most of your teaching opportunities by focusing interactions during these times of the day.
Some children with significant disabilities have subtle ways of communicating. Use the Skills List from the Communication Matrix Assessment to educate other communication partners as to how your child, or the individual you work with expresses discomfort, comfort, and interest in other people.
The first step to intervention is accurately reading Pre- Intentional Behavior Signals. We must first recognize these actions THEN, we can respond appropriately and reinforce beginning communication attempts.
","userID":1015,"timestamp":"2016-03-19T14:34:07.153","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2496,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":18,"collectionID":6,"postID":8156,"quote":"I wrote this post to share information on how to support pre-intentional communication behavior by noticing subtle communication. "},{"collectionItemID":39,"collectionID":42,"postID":8156,"quote":"Recognition of Behavioral States and Patterns"}]}},{"starID":5539,"postID":8157,"userID":9043,"timestamp":"2016-05-14T01:14:05.727","Post":{"postID":8157,"title":"Supporting Communication Beyond Level 1 : Responding to Subtle Communication ","body":"As mentioned in a previous post, noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development. After communication partners learn to recognize subtle communication, they can focus on responding to the communication. The best type of response is related to the purpose of the child’s communication. For example, when you recognize a vocalization as a sign of discomfort, your response might be to reposition the individual.
Responding consistently to the individual communication acts is what will reinforce this behavior over time. While this may seem like “good parenting” or “just good teaching” recognizing communication of individuals with disabilities can be tricky . It may be tempting to skip ahead too quickly to other forms of direct instruction. At this stage it is more important to focus on being a communication partner, listening and responding.
As we are teaching conceptually-referenced vocabulary, we constantly look for ways to link the new concept with some experience or routine students know. For example, we are teaching a symbol (graphic or tactual) for the word LIKE. It is a favorite among the teachers in our study. We think they use it so often because they can easily recognize when their students are engaged in an experience or interacting with materials that they enjoy. When the teachers see that their student likes something, they point to the graphic symbol or place the tactual symbol in the child's hand and say, \"You LIKE <fill in label>.\" For students with hearing loss, they sign LIKE (hand-in hand if needed) while pointing to the graphic symbol or placing the tactual symbol in the child's other hand. This can happen dozens of times a day across a variety of activities and experiences. LIKE is not linked to a specific referent, it is a concept that is linked to the feeling of enjoying something. We have several students who are now using LIKE to communicate in a variety of ways across contexts. We acknowledge that it is also important to teach vocabulary that can be associated with concrete referents, but what we gain with this focus on conceptually-referenced vocabulary is a dramatic increase in opportunity to teach and learn.
","userID":9989,"timestamp":"2016-05-04T11:38:56.607","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1872,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":37,"collectionID":37,"postID":8198,"quote":"Conceptually referenced vocabulary can be used in a variety of ways across contexts"}]}},{"starID":5541,"postID":8199,"userID":9043,"timestamp":"2016-05-14T01:15:55.71","Post":{"postID":8199,"title":"Communication Bill of Rights has been updated","body":"The National Joint Committee has shared the 2016 REVISED and IMPROVED \"Communication Bill of Rights\"! You can find it here.
","userID":2020,"timestamp":"2016-05-04T21:18:07.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5542,"postID":8213,"userID":9043,"timestamp":"2016-05-16T15:56:22.233","Post":{"postID":8213,"title":"Cortical Vision and Super Early first books","body":"I wanted to share a link to some great ideas on introducing books here for our early learners with Cortical Vision Impairment. I am spending the morning reviewing the information at this site and it is worth the time! Here is a link to the CVI site which is part of the American Printing House for the Blind.
Here is a link to Amazon which also has additional books to consider! (The picture below is an example!)
","userID":2020,"timestamp":"2016-05-14T20:06:42.2","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5543,"postID":8221,"userID":9043,"timestamp":"2016-05-17T22:51:45.507","Post":{"postID":8221,"title":"ayuda","body":"Buenas tardes intento pasar la matriz pero no me deja continuar.
Quiero pasarla a una familia pero darselo en papel. Me podrían ayudar
Gracias.
","userID":8890,"timestamp":"2016-05-17T10:35:45.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5545,"postID":8226,"userID":9043,"timestamp":"2016-05-20T21:07:15.7","Post":{"postID":8226,"title":"Introduction- The Importance of Topics for Students with Complex Communication Needs","body":"Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
Topic expansion is an important area to include in the IEP. Goals for expanding vocabulary are often found in IEPs,; however, in my experience, these are not usually tied to topics but to norms or curricular expectations, and are often quite difficult to measure. When the topic expansion becomes the goal, it is easier to generate specific vocabulary in daily lesson plans, or to represent on AAC devices as \"fringe\" vocabulary. In this item,sample IEP objectives are shared.
PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING TOPIC EXPANSION IN THE STUDENT’S IEP.
Here are some examples of goals for topic/ associated vocabulary goals .
Joey is an emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand variety of topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/
choosing, ( at least 3 times per session for each of the 5 activities,in 3 consecutive sessions per activity)
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects (3 consecutive presentations for each of the 5 activities without specific prompts)
Susan is an intentional, symbolic, context dependent communicator. She uses about 50 words/ signs, just to request or protest, only wants to play with iPad or computer games, but will name pictures and objects, and uses a few to request these favorite activities.
Goal: Expand topics for interaction and communication
Objective 1: Susan will engage in 3 turntaking games at computer with peer or adult partner.
Objective 2: Susan will use iPad to take pictures of peers engaged in hands-on leisure and domestic activities, and will participate in labeling those pictures using imitated recorded speech, then sharing those pictures with partners.
Objective 3: Susan will participate in activities which she has helped to photograph or model.
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this collection, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling.
PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners to the activity (peers, parents,siblings, other teachers, different paraeducators) to the activity
Playgroups. With appropriate instruction and coaching, peers can be motivating communication
partners for students with complex communication needs. They often notice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg (2003). In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “novice player.” Wolfberg’s website provides a lot of information and references for those who would like to use this model. http://www.autisminstitute.com/ipgmodel.html
Wolfberg, P.J. (2003) Peer play and the autism spectrum: The art of guiding children’s socialization and
imagination (Integrated Play Groups Field Manual) Shawnee, KS: Autism Asperger Publishing
Company
Video Modeling.This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
See the following link and reference for detailed instructions on producing videotapes to model social communication skills. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.u...
LaCava, P. (2008). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH:OCALI.
Step #5. Add interests/ activities of communication partners to the topic inventories.
Observe peers or siblings at play and in the lunchroom—what are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activities or people on phones, listening to music.
Teachers and therapists—your “likes” count too! Think about what YOU like to do and find a way to include it in the classroomschedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
Presented a brief overview about the Matrix and the Community to a group of 100+ speech/language pathologists in our county. Here's hoping they will find the Matrix as helpful as the rest of us. I'm not great at posting, but I do encourage the use of the Matrix and the community. I sing the praises of the Matrix whenever possible.
","userID":6435,"timestamp":"2016-05-23T11:11:06.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5553,"postID":8238,"userID":9043,"timestamp":"2016-05-23T20:23:19.623","Post":{"postID":8238,"title":"Post #1 - Emergent Literacy Skills Through Interactive Shared Reading ","body":"I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
In my previous post I spoke about using interactive shared reading to address different skills related to emergent literacy. In this post, I am curious about how some of these emergent literacy abilities are being addressed for children with communication needs outside of this context. For the purposes of this discussion, I would like to focus more on some of the written language abilities as opposed to oral language abilities. However, I am curious about what the community is doing to address metalinguistic abilities that are tied to emergent literacy such as phonological/phonemic awareness.
I’ll begin the discussion by speaking about something that I have seen used with younger children who use AAC to address alphabetic knowledge. One of the tried-and-true activities has been to go on a letter hunt around the child’s classroom or school to look for different objects or words that begin with a particular letter. For example, if you were working on the letter “b” you might search around the school for things that begin with that letter or words that are posted around the school that begin with that letter. Another common way to address this skill in children with complex communication needs is to construct alphabet books that are centered around a particular letter.
What sorts of activities are you engaging in to address skills such as alphabet knowledge, phonological/phonemic awareness, and concepts about print?
The discussion topic I am submitting for this week is the implementation of Augmentative and Alternative Communication (AAC) tools and strategies in the schools for students with Autism Spectrum Disorders (ASD). In the Autism programs I visit across Northern California, I am seeing a critical lack of communication options available to the students. AAC choices are typically limited to the Picture Exchange Communication System (PECS) or a high-tech device, usually consisting of an iPad with a sophisticated communication app such as Proloquo2Go or TouchChat. I see PECS used primarily for requesting food during snack, and iPad AAC devices used for social communication such as answering questions or sharing personal information. The latter is usually accomplished with maximum prompting (sometimes hand over hand) by an adult.
Recently, I observed a nonverbal student with autism using his PECS book at snack. He asked for “sausage” several times, only to be told that it was not available. He then asked for goldfish crackers, which were also unavailable. As his frustration became apparent, he was shown the two choices available to him: cheese and grapes. The icons for these two food items were then moved to the front of his book and he received grapes after creating an “I want___” sentence strip. After snack was over, he was instructed to put his PECS book on a shelf at the back of the room. When I asked the teacher why he was putting his PECS book away, I was told that it was distracting and only got in the way during classroom activities. I then posed the obvious question; “How does he communicate without his PECS book?” and was distressed by the teacher’s response; “He doesn’t”. And even more distressing, she didn’t seem to think that was a problem! Unfortunately, I witness scenarios like this far too often.
The iPad is one of my favorite devices for students with ASD! It can serve as not only a functional communication system, but also an engaging learning tool. Too often, however, I see it used solely as a reward for good behavior or completion of tasks. The iPad becomes nothing more than a source of entertainment for the student, who uses it to play games or watch movies. Attempts to implement it as an AAC device are met with extreme resistance, and eventually the whole notion is abandoned. Again, this is a scenario I witness far too often.
So if PECS or the iPad aren’t implemented successfully, what other AAC options are available to students with ASD? Of course there are countless alternatives, but in my experience they are seldom considered. I frequently see students with ASD as old as 18 who have no functional means of communication! I am anxious to hear from others of you who serve this population:
I look forward to a lively discussion on this topic!
","userID":9539,"timestamp":"2016-05-29T15:31:13.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9546,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":51,"collectionID":51,"postID":8250,"quote":""}]}},{"starID":5573,"postID":8264,"userID":9043,"timestamp":"2016-06-10T19:26:05.883","Post":{"postID":8264,"title":"Sharing the Matrix with a parent","body":"As a Special Education teacher, I would like to share my experience as I was able to present data from the Communication Matrix to an IEP committee during a student’s annual meeting. I briefly explained the Matrix to the Mother/committee and provided the parent with information including how to access the website. When I presented the printed matrices to the parent, I first gave her the one I had created at the beginning of the year and briefly explained what it represented. She had a chance to look it over and then I explained how much the student had grown/improved communication and gave her the one I created at the end of the year. A great, big smile came over her face, along with an expression of pride. I could see that she was overwhelmed by the amount of growth that had happened. She said that she really liked the charts because of the colors/visual effect that showed her the improvement made. It was easy for her to understand by just a glance at the matrices and she was totally impressed! Never before have I seen a parent react so positively in an IEP meeting. It is wonderful to have the ability to generate these matrices that visually represent a student's growth in communication. I will definitely continue to use the Communication Matrix and share it with parents. I’m appreciative that I have a tool I can use to help set IEP goals and to share information with parents in a format that is easily understandable.
","userID":4371,"timestamp":"2016-06-09T17:18:09.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5574,"postID":8265,"userID":9043,"timestamp":"2016-06-10T19:26:32.727","Post":{"postID":8265,"title":"question","body":"Requesting clarification: does term 'not used' refer to not used anytime or not used currently? For 'mastered' is that for any time? To score as 'emerging' is that for any behavior that has been used at any time even if not currently, but never mastered?
","userID":10283,"timestamp":"2016-06-10T15:51:45","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5580,"postID":8274,"userID":9043,"timestamp":"2016-06-14T15:12:34.553","Post":{"postID":8274,"title":"Family and Caregiver Involvement in Speech Therapy","body":"The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3. What successful ways have you found to collaborate?
4. Are there unique situations where some creative solutions have had to be used that you can share?
5. How has collaboration affected progress of your clients?
http://oureverydaylife.com/parental-involvement-ch...
","userID":12086,"timestamp":"2016-06-13T18:15:05.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2003,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":66,"collectionID":54,"postID":8276,"quote":"Research supporting parental involvement in therapy sessions. "}]}},{"starID":5583,"postID":8281,"userID":9043,"timestamp":"2016-06-17T15:52:54.203","Post":{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]}},{"starID":5584,"postID":8280,"userID":9043,"timestamp":"2016-06-17T15:52:57.327","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5585,"postID":8286,"userID":9043,"timestamp":"2016-06-21T23:44:08.467","Post":{"postID":8286,"title":"Getting to know a new student and team members","body":"My former job as a statewide educational consultant (to support children who are deafblind, their families and school teams), often meant that I was called in to work with children and teams that I had never met before. In order to learn a little about the child who was deafblind before I visited, I would ask for someone on the educational team to complete the Communication Matrix and share it with me. Being able to look at the results from the assessment gave me a starting point before visiting the team. Not only did it give me useful information on the child’s expressive communication skills, but it also provided me with information for determining what kind of support the family and team may need and what materials to bring with me. If the assessment couldn’t be completed before my visit, I would often sit down with a few members of the team and a family member to fill out the Communication Matrix together. In doing so, we were able to discuss and work together to answer each question. If one of us wasn’t sure or if there was a disagreement it pushed us to be more clear about what we saw and to explain the context in which the communication took place. This collaboration in completing the assessment as a team lead to a deeper understanding of the child’s communication level and provided ideas for interventions.
When I met a new school team I would also ask them to help me fill out a few simple forms that would give me a better understanding of the child we were serving. The Skills and Implications form from Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities (from the Rowland, C., Ed.), provides a template to compile information on the child’s communication skills, attributes, sensory losses and accommodations. I also found that a team could really come together when talking about a child’s likes and dislikes.
The Skills and Implications form is available at:
http://www.ohsu.edu/xd/research/centers-institutes...
The likes and dislikes form can be found at Washington Sensory Disabilities Services website:
http://www.wsdsonline.org/video-library/deaf-blind...
Please share your own experiences in working as a team with children who fall on the beginning levels of the Communication Matrix and any tools or tips that you use.
Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5589,"postID":8290,"userID":9043,"timestamp":"2016-07-01T16:59:07.387","Post":{"postID":8290,"title":"Early literacy experiences, high contrast, CVI and a bit of early CORE","body":"Just thought to share some nice books out there that might be great for your kiddos with CVI or just need the clean colors for attention and learning! I truly LOVE these books. I discovered them at a bookstore here in Portland. Here's the link: High Contrast Board Books and CORE! as featured on PrAACtical AAC!
","userID":2020,"timestamp":"2016-06-30T04:16:22.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5608,"postID":8376,"userID":9043,"timestamp":"2016-08-06T23:36:32.867","Post":{"postID":8376,"title":"Cerebral Palsy and Movement 101 free resources for YOU!","body":"I just got back from an amazing opportunity to learn from Gayle Porter, Claire Cotter and Linda Burkhart for the past 5 days in Maryland. The good folks at CPEC have created two modules about Cerebral Palsy and Movement issues as well as some tips for School and therapy. These videos are great resources for parents, therapists, teachers and others who are just plain interested in learning more about movement disorders, understanding the movement patterns your child displays and teaching them more effectively. To access the videos, just follow the link and create an account.
It's totally free but the information is priceless.https://cpec.org.au/services/train-online/
Schools 1: \"I have a Student with Cerebral Palsy...What does that mean?\"
Schools 2: \"Learning to Move, Moving to Learn”
Perhaps these modules would help a friend that you know. Here are a few scenarios for you to ponder:
Scenario 1: You are reading with a student and you ask them if they want to turn the page. Your student has CP. She knocks the book out of your hand, and turns her head and doesn't appear to look back or even want to look back. Is this an epic fail? Most likely not. Most likely you have misinterpreted your students movement patterns and are attributing FALSE associations and erroneous meanings to their movement.
Scenario 2: You are diligently working with a student and everyone is totally into the lesson you prepared. All of a sudden, your student turns her head away and the well meaning assistant makes some smart-a## comment about them not wanting to talk to you and dismisses both of you altogether.
I know that either of these scenarios would never happen where you are, and of course they NEVER happened with me, my students or my school but you get the idea.
stay tuned for more gems
The REKNEW Lab at Oregon Health and Sciences University researches ways that Augmentative and Alternative Communication (AAC) can support adults with degenerative neurological disease as they experience complex communication impairments. Please take some time and look through our site. We are excited to share our research with you!
Link: http://www.ohsu.edu/xd/research/centers-institutes...
","userID":9064,"timestamp":"2016-09-13T15:25:19.653","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":902,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":119,"collectionID":82,"postID":8427,"quote":"I'm excited to share our work on AAC in aging at Oregon Health and Sciences University!"}]}},{"starID":5625,"postID":8431,"userID":9043,"timestamp":"2016-09-14T18:44:51.703","Post":{"postID":8431,"title":"AAC Strategies and Tools for Persons With Dementia","body":"Look to the American Speech and Hearing Association LEADER magazine for easy to understand, but evidence-based research summaries on AAC with people with Alzheimer's Disease. Here is a fantastic article by my colleagues who are experts in this area: Michelle Bourgeois, PhD, CCC-SLP; Melanie Fried-Oken, PhD, CCC-SLP;Charity Rowland, PhD
\"The basic goal of augmentative and alternative communication (AAC) is to help persons with communication impairments increase their participation in desired activities and create opportunities for social interaction through various modes of communication. AAC, especially high-tech computer-based and speech-generating devices, is most often used by individuals with severe oral-motor or expressive language impairments and is rarely considered for persons with dementia who continue to speak well into the late stages of their disease.\"
Read more at: http://leader.pubs.asha.org/article.aspx?articleid...
","userID":9064,"timestamp":"2016-09-13T15:22:06.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2694,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":118,"collectionID":82,"postID":8431,"quote":"The American Speech and Hearing Association(ASHA) is a good resource for AAC in Dementia"}]}},{"starID":5626,"postID":8428,"userID":9043,"timestamp":"2016-09-14T18:44:57.503","Post":{"postID":8428,"title":"Great source for information on Aging-Related Communication Difficulties and AAC","body":"This site is a fantastic and thorough resource for AAC users of all ages. However, for the purposes of this collection, please direct your attention to the sections on Aging-Related Communication Difficulties and AAC and Dementia. Books, alternate websites, articles, etc...Well done!
Link: http://www.everyonecommunicates.org/resources/disa...
","userID":9064,"timestamp":"2016-09-12T15:47:26.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":117,"collectionID":82,"postID":8428,"quote":"Everyone Communicates is an excellent site to find AAC in Aging resources."}]}},{"starID":5627,"postID":8426,"userID":9043,"timestamp":"2016-09-14T18:46:58.83","Post":{"postID":8426,"title":"I'm sharing a review article on Supporting Communication for Adults with Neurodegenerative Disease","body":"This article give an overview of communication supports (AAC) that are most usefuls for patients with complex communication impairments secondary to neurodegenerative disease. The AAC service depends on whether the condition affects speech and motor skills (as in ALS), language (as in Primary Progressive Aphasia) or cognition (as in Dementia). This review article discusses symptom management, including low and high tech solutions and communication partner training. Emphasis is on three themes which are imperative in the delivery of AAC for these poplulations: 1)early intervention, 2)inclusion of communication partners 3)modification of AAC strategies throughout disease progression. Conclusions: AAC should be standard practice for adults with neurodegenerative disease. Patients can maintain effective, functional communication with AAC supports. Individualized communication systems can be implemented ensuring patients remain active participants in daily activities.
Link:http://content.iospress.com/articles/neurorehabili...
","userID":9064,"timestamp":"2016-09-08T21:52:43.473","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1033,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":116,"collectionID":82,"postID":8426,"quote":"Check out this Review Article on Supporting Communication for Patients with Neurodegenerative Disease"}]}},{"starID":5628,"postID":8425,"userID":9043,"timestamp":"2016-09-14T18:47:01.423","Post":{"postID":8425,"title":"National Committee Joint Commission for Communication for People with Severe Disabilities","body":"I believe that EVERY HUMAN, regardless of age, is entitled to have every possible support to enhance and support communication. I find myself highly endorsing the National Joint Commission's Communication Bill of Rights, which I attach here. I think you will too!
","userID":9064,"timestamp":"2016-09-08T21:36:53.613","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":991,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":115,"collectionID":82,"postID":8425,"quote":"Join me in supporting the COMMUNICATION BILL OF RIGHTS!"}]}},{"starID":5629,"postID":8416,"userID":9043,"timestamp":"2016-09-14T18:57:26.533","Post":{"postID":8416,"title":"transition and leisure","body":"The back to school transition is a difficult one for students and teachers a like. The past two weeks have been spent getting to know each other in the classroom. In order to give my students a chance to express their own thoughts and ideas while getting to know each other, we played a game. Staff would play a song, show a picture, present a toy, etc. and the students would express if they enjoyed or liked the item presented through the student's individual means of communication. Some students used yes/no boards, one physically demonstrated if they wanted by reaching for the object or pushing it away if they did not like it, other students were able to grab the picture from the communication board to indicated what they would rather be presented with. It was a great way to give my students a chance to describe themselves in their own words instead of relying on parent input.
","userID":6616,"timestamp":"2016-08-31T19:27:46.823","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":298,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5630,"postID":8413,"userID":9043,"timestamp":"2016-09-14T18:58:05.283","Post":{"postID":8413,"title":"Communication during the beginning of the school ","body":"I am excited this year because for the first time in my room there has been purposeful social interaction between two of my students. They are mocking each other but it is purposeful and fun. Both students are laughing and smiling while doing this which seems to get the other students' attention.
","userID":6603,"timestamp":"2016-08-31T19:24:45.823","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5631,"postID":8412,"userID":9043,"timestamp":"2016-09-14T18:58:42.173","Post":{"postID":8412,"title":"Joint Intention","body":"Facilitate joint intention by playing sound clips of 'laughing' to share the feeling of happiness or 'crying' to share the feeling of sadness. Try creative sounds such as, a police siren
On the second week of school, I received a new student from a local district. After looking through his file, the team learned that he was non-verbal, but regularly used facial expressions and body movements to communicate a response or initiate a communication exchange. After experimenting, we discovered that he can use a raised arm movement and a smile to indicate a yes response! This was a huge discovery! We will be using this information to open up communication opportunities for him.
","userID":6615,"timestamp":"2016-08-31T19:22:24.527","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5633,"postID":8411,"userID":9043,"timestamp":"2016-09-14T19:04:13.813","Post":{"postID":8411,"title":"Communication at #1stdayofschool","body":"Started off our core word of the week! So far we have MORE and STOP under our belt!
","userID":3256,"timestamp":"2016-08-31T19:22:31.76","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5634,"postID":8417,"userID":9043,"timestamp":"2016-09-14T19:04:26.253","Post":{"postID":8417,"title":"New team of SLPs","body":"This year at Kirk is an exciting time in the speech department. We have 3 new speech language pathologists joining our team. This has been a great influx of new ideas and enthusiasm as we start the new year. Pairing experienced and new SLPs, and starting social groups with AAC is a great start to the year.
","userID":12934,"timestamp":"2016-08-31T19:38:40.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5635,"postID":8414,"userID":9043,"timestamp":"2016-09-14T19:04:40.55","Post":{"postID":8414,"title":"Core Vocabulary","body":"Most of our students are either incoming three year olds or pre-school students who were with us last year. We are beginning to introduce our core vocabulary consistently throughout the day, beginning with \"more and finished\" vocab cards. These are vocab words we can incorporate frequently throughout the day in just about every activity we complete (circle, snack, playground, lunch, etc,). We will slowly begin to incorporate new vocabulary every week tied to our letter of the week.
","userID":8789,"timestamp":"2016-08-31T19:25:12.48","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5636,"postID":8438,"userID":9043,"timestamp":"2016-09-16T16:51:43.4","Post":{"postID":8438,"title":"Instructional materials and strategies for gaps in the social area","body":"I am posting this on behalf of another person.
I have a student who has autism who has many gaps in the area of social communication.
He had 100% at level 3 including the social items.(Unconventional)
The majority of his skills were in the obtain and refusal area for levels 4,5 and 6.. AT levels 5 and 6 he uses behavior and picture symbols and some signing.
Interest inventories have been done over time. But his interests vary greatly. He loves edible gummies, wheelchair rides and he has a favorite blanket. He has issues about walking even though he can do it but he loves to ask for walks in the wheelchair.
I am looking for materials that have been successful for increasing skills in the social area.
","userID":11508,"timestamp":"2016-09-14T21:07:44.88","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5668,"postID":8442,"userID":9043,"timestamp":"2016-09-19T19:53:49.503","Post":{"postID":8442,"title":"Hello","body":"I am a teacher of the visually impaired working at NSSEO. I am new to the Communication Matrix
","userID":15976,"timestamp":"2016-09-16T18:38:11.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5669,"postID":8453,"userID":9043,"timestamp":"2016-09-19T20:36:33.77","Post":{"postID":8453,"title":"Seeing all the progress","body":"I have had the wonderful pleasure of teaching a student in my class over the last two years. She is non-verbal but definitely a total communicator. Her mom always says, \"For someone classified as non-verbal she really good at communicating.\" I couldn't agree more with her mom. This student indicates likes, dislikes, wants, and needs through facial cues, body movements, vocalizations, manipulation of a partner, along wtih many other things. Sometimes I find myself telling her mother that the student was yelling at me because she wanted me to do something I wasn't doing. If you asked anyone else who isn't familiar with the student what was going on during our interaction they probably wouldn't classify it as yelling, but her mom and I definitely know that she is finding her own way of \"yelling\" at us. :) Throughout the last two years, we as a team have been working on using more standard formal means of communication such as sign language, tactile symbols, and PECs. We were seeing lots of success with the tactile symbols and PECs but not as much with signing. Today while working with a new team member, the student was highly engaged in a preferred activity. When the new teacher stopped the activity the student grabbed the teachers hands and pulled them back to the desired position for the activity to continue. In order to clarify what the student wanted the teacher asked the student if she wanted \"more\" paired with the sign for more. The student began frantically signing \"more\" to engage in the activity again. The student continued to sign when the activity stopped for the next 20 minutes while engaged. It was so wonderful to see the progress! Mom was excited and everyone on the team was as well. I love the matrix because it allows for so many opportunities to celebrate the success and abilities of our students!
","userID":6616,"timestamp":"2016-09-16T18:56:49.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5670,"postID":8455,"userID":9043,"timestamp":"2016-09-19T20:37:17.58","Post":{"postID":8455,"title":"Hello","body":"I have a student who is developing a yes/no. She currently vocalizes \"uh huh\" for yes and \"n\" for no. We plan to build on this along with the use of voice output devices.
","userID":15270,"timestamp":"2016-09-16T19:00:36.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":17,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5671,"postID":8454,"userID":9043,"timestamp":"2016-09-19T20:37:18.723","Post":{"postID":8454,"title":"Hello!","body":"My name is Sherene Kurian and I am new to NSSEO. I am in my second year of teaching, but am fairly new to working with students with severe disabilities. I have a student who uses a communication book and knows limited ASL signs. He often makes noises and physical gestures to communicate as well. I am excited to explore the communication matrix with this student!
","userID":15866,"timestamp":"2016-09-16T18:58:39.637","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5672,"postID":8451,"userID":9043,"timestamp":"2016-09-19T20:37:28.113","Post":{"postID":8451,"title":"Students with Autism and Blindness","body":"I have a student with autism that is also completely blind. Usually, I use a lot of visuals with my students on the autism spectrum. For this student we are using objects to communicate schedule changes and activities. I want to provide him with some sort of outlet for expressive communication. Any ideas?
","userID":15974,"timestamp":"2016-09-16T18:55:22.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5673,"postID":8450,"userID":9043,"timestamp":"2016-09-19T20:37:29.707","Post":{"postID":8450,"title":"Increase motivation","body":"Hello,
I am a high school teacher at NSSEO. One of my students always aims to please. Therefore at times it is very difficult to assess their communication of preferred and non-preferred activities. What type of communication strategies could be used accurately assess what they are trying to communicate?
Hi, my name is Emma Loos. I am beginning the communication matrix this year and am excited to explore and learn this new system.
","userID":14982,"timestamp":"2016-09-16T18:51:21.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":22,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5675,"postID":8448,"userID":9043,"timestamp":"2016-09-19T20:37:35.83","Post":{"postID":8448,"title":"Hello","body":"Hi,
I am a first year teacher at NSSEO. I teach high school, and I love working with students and figuring out the best way for them to communicate. A lot of my students communicate using images and visuals.
","userID":15008,"timestamp":"2016-09-16T18:49:50.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5676,"postID":8456,"userID":9043,"timestamp":"2016-09-19T20:38:07.613","Post":{"postID":8456,"title":"Morning Meeting SwitchUP","body":"I work with 1st-3rd grade students
with serve cognitive, behavioral, and physical disabilities. I use to do the typical morning meeting:
date, weather, month, day (boring) just to engage them in a group activity and
work on communication skills. I started
to add a twist to my morning meeting routine where I have my students greet
each other and talk about their evening with a fellow classmate. We position their chairs to face each other
and work on appropriate exchanges. We continue
to briefly go over the typical morning meeting routine but then at we end by
concentrating on a new letter each week with a variety of activities to engage students
in spelling, phonics, rhyming, and sensory activities. Trying to switch it up and make it a more
meaningful time and social experience for the students.
Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop pragmatic skills first. This is followed by the onset of first words, which marks the beginning of semantics, and early word combinations mark the beginning of syntax.
Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
Hi all, Am sharing this with permission from another network of teachers who developed a list of toys that feature tactile/visual elements for learners with sensory loss. I'm sure many of these items would appeal to students with multiple disabilities! Amy
Hello All, we are excited to share a user-friendly booklet that pulls together a list of tactile/visual friendly toys for young DB learners. This compilation was put together by our Network of Teachers working with DeafBlind Students (NTDB) in the Rochester area of NY. [NTDB is a community of practice for educational team members who work with students with combined hearing and vision loss throughout New York State. This community of practice began in the downstate area of NYS but has been replicated and is active in four regions of the state. The groups generally meet every 6-8 weeks in the evenings and discuss relevant content that is self-identified by the respective members. NTDB provides a unique opportunity for peer-to-peer mentorship that is beyond the constraints of classroom and district settings.]
Just in time for holiday shopping! We have made it available through a downloadable link: http://bit.ly/2glrgZ4
All the best! Susie
Susie
Susanne Morgan Morrow, MA, CI, CT
Project Director, New York Deaf-Blind Collaborative
718-997-4854
www.qc.cuny.edu/community/nydbc
www.facebook.com/pages/New-York-Deaf-Blind-Collabo...
Language comprehension is the ability to understand spoken language. The term is often used interchangeably with receptive language. A child’s language comprehension is the combined product of several components, including lexical,syntactic, and pragmatic knowledge. Additionally, factors outside of the domain of language, such as social cognition, perceptual reasoning, memory, and processing speed, play important roles in supporting comprehension and contributing to its development over time.
Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
Yew, S. G. K., & O’Kearney, R.
(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
prospective studies. Journal Of Child Psychology And Psychiatry, And Allied
Disciplines, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Yoder, P., Watson, L. R., & Lambert,
W. (2015). Value-Added Predictors of Expressive and Receptive Language Growth
in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
Certainly, increasing peer interactions among children who use AAC is an important step in improving children’s social competence. Yet, being able to promote meaningful, quality friendships is a broader, long-term issue. The probability of a child adapting to AAC as a means of communication is contingent on how well their surroundings respond to their communication via AAC. Timely and appropriate responses to the child’s communication are some of the factors that influence the child’s likelihood to use AAC. Given that the child who uses AAC spends the majority of her time with her parents and her classmates, how should interventionists decide what vocabulary should be made available on the Speech Generating Device with the consideration of the child’s communication, physical, nourishment, and communication needs without friendships losing its importance? How might current intervention programs promote the development of friendships?
Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
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","userID":20555,"timestamp":"2016-12-08T01:42:47.86","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":539,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":160,"collectionID":101,"postID":8566,"quote":"Research review"}]}},{"starID":5722,"postID":8565,"userID":9043,"timestamp":"2016-12-13T17:29:30.497","Post":{"postID":8565,"title":"Help","body":"I'm trying to start a new matrix, but cannot get past the questionnaire about my student...It won't let me enter his year of birth, and when I try to send without that info it gives me an error message?","userID":21083,"timestamp":"2016-12-07T22:18:33.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5723,"postID":8561,"userID":9043,"timestamp":"2016-12-13T17:29:40.293","Post":{"postID":8561,"title":"Factors that influence development of friendships among children who use AAC and their peers","body":"The Importance of Friendship
Friendship involves voluntary interactions between two individuals that are characterized by affection, shared enjoyment, and reciprocity (Berndt, 2004; Hartup, 1996). Friendships has positive impacts on children’s social and emotional development (Berndt, 2002; Hartup, 1996). At the same time, lack of friendships is linked to negative consequences such as maladjustment and psychological difficulties in adulthood (Ladd & Troop-Gordon, 2003; Sakyi, Surkan, Fombonne, Chollet, & Melchior, 2015). Despite the presence of inclusive classrooms, studies have shown that children with disabilities have fewer friends, smaller social networks, and fewer meaningful interactions with peers (e.g., Carter, Sisco, Brown, Brickham, & Al-Khabbaz, 2008; Guralnick & Groom, 1987; Raghavendra, Olsson, Sampson, McInerney, & Connell, 2012; Schwab, 2015).
Also, due to language impairments that often co-occur with developmental delays, individuals with complex communication needs often rely on AAC to communicate.
In this post, we would like to discuss the factors that might influence the development of friendships among children who use AAC.
Below are some questions that could start this conversation:
- What factors might influence a non-AAC user from developing a friendship with an AAC user?\\
- How might the quality of friendships be impacted by AAC use?
- In what ways can the quality of friendship be impacted if the child without a disability has a friend who is an AAC user vs. a non-AAC user?
- What type of activities can teachers implement to promote friendships among users and non-users of AAC?
References
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11(1), 7-10. doi:10.1111/1467-8721.00157
Berndt, T. J. (2004). Children's friendships: Shifts over a half-century in perspectives on their development and their effects. Merrill-Palmer Quarterly, 50(3), 206-223. doi:10.1353/mpq.2004.0014
Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113(6), 479-494. doi:10.1352/2008.113:479-494.
Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Development, 58(6), 1556-1572. doi:10.2307/1130695
Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67(1), 1-13. doi:10.2307/1131681
Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development, 74(5), 1344-1367. doi:10.1111/1467-8624.00611
Raghavendra, P., Olsson, C., Sampson, J., McInerney, R., & Connell, T. (2012). School participation and social networks of children with complex communication needs, physical disabilities, and typically developing peers. Augmentative and Alternative Communication, 28, 33-43. doi:10.3109/07434618.2011.653604
Sakyi, K. S., Surkan, P. J., Fombonne, E., Chollet, A., & Melchior, M. (2015). Childhood friendships and psychological difficulties in young adulthood: An 18-year follow-up study. European Child & Adolescent Psychiatry, 24(7), 815-826. doi:10.1007/s00787-014-0626-8
Schwab, S. (2015). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities, 43-44, 72-79. doi:10.1016/j.ridd.2015.06.005
Raghavendra, P., Olsson, C., Sampson, J., McInerney, R., & Connell, T. (2012). School participation and social networks of children with complex communication needs, physical disabilities, and typically developing peers. Augmentative and Alternative Communication, 28, 33-43. doi:10.3109/07434618.2011.653604
King, Marika; Lim, Nicole; Nwosu, Nonye
Georgia State University
Posted on behalf of Gal Kaldes.
Gal is a PhD student at Georgia State University and a licensed speech-language pathologist. Her research interests include early AAC intervention and symbol acquisition in young children with moderate to severe cognitive and language delays
As speech-language pathologist who has worked in south Florida public schools, I have had many children from bilanguage families on my caseload. My students were pre-kindergartners with various types of developmental delays, and nearly all of them presented with a moderate to severe language disorder.
Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. They were concerned that exposure to more than one language would hinder their child’s progress. Most speech-language pathologists are aware that this is not the case; yet I have been present when other professionals (e.g., teachers, school psychologists, etc.) have been quick to tell parents to only speak English to their child. Reversing this notion in an educational setting is challenging due to its counter-intuitive nature.
In my experience, I have had to educate parents as well as other members of the IEP team about the misconceptions of bilingualism in children with language and cognitive impairments. According to emerging literature, children with language delays, autism, and cognitive disabilities are able to learn language skills in bilingual as well as monolingual environments (Kay-Raining Bird et al., 2005; Ohashi, 2012; Petersen, Marinova-Todd, and Mirenda, 2012). I also educate parents on the importance of providing good language models rather than switching to English. It is probably more helpful to encourage use of accurate linguistic representations in the primary language over poor models in English.
I grew up in a home where the primary language was not English, so I can personally speak for the cultural benefits of a heritage language. I am able to interact with my extended family members who do not live in the United States. I can participate in activities that are culturally meaningful to our family. According to Yu (2013), heritage languages in minority homes encourage intimacy, attachment, and cultural identity. The transmission of family values through heritage languages may also provide a richer context for the development of social language skills.
From an intervention standpoint, showing deference to cultural and linguistic preferences can potentially increase the use of AAC (Alternative Augmentative Communication) supports to the home environment. Irrelevant vocabulary and culturally-inappropriate picture symbols are a few reasons for lack of implementation of AAC strategies in the home (Soto & Yu, 2013). Addressing these cultural and linguistic barriers can facilitate collaborative goal setting between the clinician and family members involved in the child’s intervention program.
References
Kay-Raining Bird, E. , Cleave , P. L., Trudeau, N., Thordardottir, E. , Sutton, A. , & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187 – 199.
Ohashi, J. K., Mirenda, P., M arinova-Todd, S . , H ambly , C ., Fombonne, E. , Szatmari , P . , &Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890 – 897.
Petersen, J. M., Marinova-Todd , S., &Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499 – 1503. doi: 10.1007/s10803 -011-1366 -y2194770910.1007 /s10803-011-1366-y
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use Augmentative and Alternative Communication. AAC: Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu , B . (2013) . Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10 – 24. doi: 10.1044/1058-0360(2012/10-0078)
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Over the past several weeks, I have been reflecting on siblings of people with multiple disabilities or those with complex communication needs. This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
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However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
As I have been scanning the literature on people with disabilities and their siblings, I have been reading research about what you might intuit to be true, that the strength of the sibling relationship may be based on many factors. One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
","userID":2016,"timestamp":"2016-12-30T03:53:52.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":173,"collectionID":103,"postID":8586,"quote":"This tip sheet has practical thoughts for adult siblings of persons with disabilities."}]}},{"starID":5746,"postID":8585,"userID":9043,"timestamp":"2017-01-13T17:33:49.53","Post":{"postID":8585,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]}},{"starID":5747,"postID":8581,"userID":9043,"timestamp":"2017-01-13T17:33:52.453","Post":{"postID":8581,"title":"Sibling Leadership Network, A National Non-Profit ","body":"As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]}},{"starID":5749,"postID":8575,"userID":9043,"timestamp":"2017-01-13T17:34:04.797","Post":{"postID":8575,"title":"Comprehension in AAC Users, by Phebe Albert","body":"What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005).
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
I have been using eye gaze software with my student to help him with visual tracking and using his eyes to activate activities. It has been really successful! He is limited with use of his hands/extremities and eye gaze is a great way for him to communicate and participate. He is successful with making choices with eye gaze, he can choose between two pictures or make a choice by looking at a 4 corner choice board, but it is sometimes difficult to tell exactly where he is looking and what he is choosing and the eye gaze software helps to strengthen his skills and give him control of his environment.
","userID":15357,"timestamp":"2017-01-25T16:05:55.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":728,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5769,"postID":8615,"userID":9043,"timestamp":"2017-01-30T18:15:46.693","Post":{"postID":8615,"title":"Prompting Students with Autism Who Resist Tactile Cues","body":"Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
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on Effect of AAC on Speech Development","body":"Kelly Fonner has provided a link to a very useful web site that provides information about the effect of learning to use an AAC system on developing speech. I attach an article on tangible symbol systems by myself and Philip Schweigert published in the AAC Journal in 2000. On p. 73, under the heading \"Bridging Function of Tangible Symbols\" we discussed our data on the acquisition of speech by children who learned to use 2- and 3-dimensional symbols, Our data showed that if anything, learning to use an AAC system had a facilitate effect. ","userID":9043,"timestamp":"2015-02-25T10:22:15.043","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"These resources are critical, especially for new families, therapists and educators that enter the world of AAC - as they often have concerns about the development of speech.","show":true,"views":1762,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2177,"postID":5361,"userID":3256,"timestamp":"2015-02-25T21:37:03.507"}],"PostCollectionItems":[{"collectionItemID":305,"collectionID":137,"postID":5361,"quote":"Acquisition of speech by children who learned to use 2- and 3-dimensional symbols"}]},{"postID":5380,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5493,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5543,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5544,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6561,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6595,"title":"The Communication Matrix in Taiwan!","body":"I had the good fortune to be invited to Taiwan last month to deliver a series of lectures related to AAC at three universities around that beautiful country. In Taichung I was hosted by Dr. Tsai, President of the Taiwan Society for Augmentative and Alternative Communication ( www.facebook.com/tw.a.ac ), and Iris Lee of the Maria Social Welfare Foundation ( www.maria.org.tw/ ). In Chaiyi I was hosted by Dr. Wu of the National Chiayi University. In Hualien I was hosted by Dr. Yang of the National Dong Hwa University. Since the Communication Matrix is available in Traditional Chinese (translated by one of Dr. Yang’s students!), it was easy to demonstrate its uses to the audiences I encountered around the country. \r\n\r\nThe people of Taiwan are extremely gracious and very much invested in AAC and in meeting the challenges experienced by individuals with multiple disabilities who have complex communication needs. I encouraged everyone to join this Community and to write posts in Chinese languages so that they can create their own community of support within the broader one. I attach photos of an inclusive elementary school in Hualien, a temple in the Taichung area, and my favorite of the many public sculptures in Taiwan. \r\n","userID":9043,"timestamp":"2015-07-06T14:58:56.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4242,"postID":6595,"userID":2016,"timestamp":"2015-07-16T10:08:50.637"}],"PostCollectionItems":[]},{"postID":6596,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6602,"title":"Eye-Pointing Classification Scale","body":"Dr. Michael Clarke of University College in London is seeking feedback on a new way to describe looking behavior related to eye pointing in young nonspeaking children. Below is his request for feedback on this new instrument:\r\nDear colleagues\r\nWe are inviting feedback on a new Eye-pointing Classification Scale developed by staff in the Division of Psychology and Language Sciences at the University College London (www.ucl.ac.uk/gaze), and members of the Neurodisability Service, Great Ormond Street Hospital for Children, London.\r\nBy developing the scale we aim to establish a valid and reliable method of describing and categorizing looking behaviors related to eye-pointing in young non-speaking children with cerebral palsy affecting their whole body.\r\nThe design of the scale has been informed by other classification scales that are used in clinical practice and research, including the Gross Motor Function Classification System (http://motorgrowth.canchild.ca/en/gmfcs/resources/gmfcs-er.pdf), which has become a primary, internationally accepted method for describing the severity of gross motor function limitations in children with cerebral palsy, and similar scales targeting levels of function in communication (http://cfcs.us), speech (http://www.scpenetwork.eu/assets/SCPE-Tools/VSS/Viking-Speech-Scale-2011-Copyright..pdf) and eating and drinking (http://www.sussexcommunity.nhs.uk/get-involved/eating_drinking_classification.htm).\r\nYour feedback would simply involve completing a questionnaire which should take no more than 15mins.\r\nIf you would like to participate in the evaluation or learn more about this work, please contact Amie Woghiren (amie.woghiren.13@ucl.ac.uk).\r\nBest wishes\r\nMichael Clarke\r\n~~~~~~~~~~~~~~~~~~~~~~~~\r\nMichael Clarke PhD\r\nDevelopmental Science\r\nUniveristy College London (UCL)\r\nChandler House, 2 Wakefield Street\r\nLondon, WC1N 1PF\r\n+44 (0)20 7679 4253\r\nwww.ucl.ac.uk/gaze","userID":9043,"timestamp":"2015-07-10T08:54:25.603","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":164,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6603,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6604,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6605,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6702,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8065,"title":"Communication Complexity Scale","body":"The Communication Complexity Scale measures early communication\r\nbehaviors--from reactions to environmental changes to the production of symbols.\r\nIt is being developed at the University of Kansas by Drs. Nancy Brady, Kandace\r\nFleming, Kathy Bourque and Connie Kasari It provides a quantitative measure of\r\nfunctioning at the pre-linguistic level that is sensitive to change over time.\r\nChildren who are deafblind were included in the test development sample. This\r\ninstrument is still under development. The research includes comparing scores\r\nwith this new instrument with scores on the Communication Matrix. Here’s a link\r\nto an article about it:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC327361...
This project is seeking\r\nparticipants. Here’s the link to their\r\nrecruitment information:
The Pragmatics Profile of Everyday Communication\r\nSkills in Children was developed by\r\nHazel Dewart and Susie Summers in 1995. Like the Communication Matrix, it takes\r\na pragmatic approach to communication development, focusing on how the child\r\ncommunicates in everyday life. It includes\r\ntwo structured interviews (one for 0-4 year olds and one for 5-10 year olds) to be\r\nadministered to parents and/or teachers. The interviews include 4 sections: Communicative\r\nFunctions; Response to Communication; Interaction and Conversation; and\r\nContextual Variation. This assessment may be downloaded from the following link:
http://complexneeds.org.uk/modules/Module-2.4-Asse...
","userID":9043,"timestamp":"2016-02-29T14:17:24.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":717,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5484,"postID":8067,"userID":39268,"timestamp":"2016-03-01T06:58:22.643"}],"PostCollectionItems":[]},{"postID":8068,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8070,"title":"HomeTalk: a Family Assessment","body":"HomeTalk, a Family Assessment of Children who\r\nare Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and\r\nprofessionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey\r\nMar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf.\r\nIts purpose is to help families participate in the planning of their child’s\r\neducational program. Family members and other care providers have the best\r\nopportunities to make observations of a child at home and in the community. They\r\nknow their child’s skills better than anyone, and they need a way to describe\r\nthose skills in a language that professionals will respect. HomeTalk can\r\nprovide a broad picture of a child’s skills, special interests, and\r\npersonality. HomeTalk was developed by a group of parents and professionals who\r\nknow the importance of collaboration. HomeTalk may be used to:
• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
https://www.designtolearn.com/uploaded/pdf/HomeTal...
","userID":9043,"timestamp":"2016-03-01T08:33:35.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2763,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":431,"collectionID":160,"postID":8070,"quote":"Home Talk, an assessment created with families for families"}]},{"postID":8071,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8072,"title":"Social Networks","body":"Social Networks: A Communication Inventory for\r\nIndividuals with Complex Communication Needs and their Communication Partners, by Sarah Blackstone and Mary Hunt-Berg\r\n(2012), is an assessment as well as an intervention planning tool. It addresses\r\nthe entire social network of the individual, covering 5 circles of\r\ncommunication partners, communication modes used, topics of communication,\r\npersonal preferences, and types of communication--all of which are important factors in the\r\nquest to develop meaningful communication goals. Social Networks is described\r\nin the lead article in an issue of Augmentative Communication News at this\r\nlink:
http://www.augcominc.com/newsletters/index.cfm/new...
Social Networks may be purchased\r\nthrough the Attainment Company:
http://www.attainmentcompany.com/social-networks-p...
","userID":9043,"timestamp":"2016-03-01T08:36:50.567","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1496,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5487,"postID":8072,"userID":39268,"timestamp":"2016-03-02T08:16:49.813"}],"PostCollectionItems":[{"collectionItemID":264,"collectionID":121,"postID":8072,"quote":"Terrific resource for considering multiple layers of \"community\". "}]},{"postID":8073,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8074,"title":"","body":"CharityRowland saidI think that the intent is to develop an instrument that is a strong candidate for research purposes, as well as for intervention.
","userID":9043,"timestamp":"2016-03-01T08:39:34.083","posted":false,"featured":true,"originalPostID":8065,"eventDate":null,"eventEndDate":null,"moderatorID":1013,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8075,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8081,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8083,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8084,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8085,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8086,"title":"Communication and Symbolic Behavior Scales and Infant Social and Communication Behavior Scales","body":"The Communication and Symbolic Behavior Scales\r\n(CSBS),\r\nby Wetherby and Prizant (2003), is a widely used norm-referenced instrument appropriate\r\nfor infants through preschoolers who are at risk for communication delays. It\r\ncovers communication skills and early indicators of symbolic development. Seven\r\nclusters are included: communicative\r\nfunctions, gestural communicative means, vocal communicative means, verbal\r\ncommunicative means, reciprocity, social-affective signaling, and symbolic\r\nbehavior. The\r\nCSBS DP is a shorter version used for screening purposes. Investigate these instruments\r\nfurther at:
http://www.brookespublishing.com/resource-center/s...
A video of an SLP administering the CSBS is attached.
The Infant Social and Communication Behavior\r\nScales (ISCBS; Cress, Olson, & Wetherby in preparation) is\r\na prototype communication assessment that is being nationally normed, in\r\npreparation for publication. It is based on the Communication and Symbolic Behavior Scales (described above) and uses similar procedures and scoring. The ISCBS is a\r\ndynamic assessment of pre-intentional communication for children of\r\nall ages (it will be normed for infants 2-12 months) that accommodates sensory\r\nand motor impairments into both the assessment tasks and scoring system.\r\nItems are scored by modality-independent communicative intent\r\n(e.g. Shows wanting for an object) rather than by specific typical\r\nexpected behavior (e.g. Reaches for an object). This instrument is still under development. When completed it will be\r\navailable through the Paul H. Brookes Publishing Co.
Assessing Learning and Communication in Young\r\nChildren Who are Deafblind or Who Have Multiple Disabilities is a manual that was jointly written by\r\nmyself, Dr. Deborah Chen, the late Dr. Harvey Mar, Dr. Robert Stillman and the\r\nNational Family Association for Deaf-Blind. It reviews general strategies for\r\ncompleting an authentic assessment process and reviews 12 assessment\r\ninstruments that cover communication skill development and conceptual development.\r\nDownload it without cost at this link:
https://www.designtolearn.com/uploaded/pdf/DeafBli...
","userID":9043,"timestamp":"2016-03-02T13:55:40.83","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8090,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8098,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8105,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8106,"title":"Promoting Progress: Learning to Use Tangible Symbols","body":"This is posted in response to a recent post titled Picture Communication System (posted by koeser). (BTW, when we launch our new web site soon, we will be able to attach files to our replies!)
Be sure to click on the PDF link!
Sometimes a teacher asks the learner to select a symbol from an array consisting of symbols for nothing but preferred items, and immediately gives the learner the item corresponding to the chosen symbol. The problem with this approach is that it really doesn’t make much difference which symbol the learner chooses, if he likes all of the available options. He is learning how to make the motor response required to indicate a symbol, but doesn’t need to pay much attention to the individual symbols. In fact, he may not even notice that the symbols are different, much less what each one means. To remedy this problem, we can \"mix it up\" in terms of what sort of symbols go into the array from which the learner chooses. For instance, perhaps you could insert into the array a few \"distractor\" symbols such as:
Non-preferred symbols. Try including in the choices at least one choice that the learner doesn't like. If she chooses the nonpreferred item, give it to her. Now the importance of the choice is heightened, since choosing the non-preferred symbol is not nearly as pleasant as choosing the preferred one.
\"Nothing\" symbols. For some individuals, a \"nothing\" symbol may be a good option. The \"nothing\" symbol is an abstract shape or a blank picture card that is never associated with any referent. When the learner chooses this symbol, he gets \"nothing\", and the choice starts over again after a minute or so of doing nothing. In this way, the individual learns that it makes a difference which symbol he chooses, but the task is made easier, because he only has to learn to avoid the \"nothing\" symbol. In addition to learning to discriminate between symbols, the individual also learns at this point how to use symbols to communicate a choice - in this case a choice between something and nothing.
The attached photo is a book with 3-dimensional symbols for snack items, some of which this particular learner didn't like, but most of which he did like.
See Tangible Symbol Systems, 2nd Ed. (2000) by C. Rowland & P. Schweigert for further information on this topic.
","userID":9043,"timestamp":"2016-03-16T15:55:03.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":934,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5509,"postID":8148,"userID":3152,"timestamp":"2016-04-22T13:39:53.017"}],"PostCollectionItems":[{"collectionItemID":6,"collectionID":24,"postID":8148,"quote":"Here are some indicators of whether your student is communicating intentionally and understands the symbols he or she is using."}]},{"postID":8150,"title":"The Science of Comprehension Checks (tangible symbols instruction)","body":"Comprehension Checks
When you are first introducing a symbol system to a learner who has no capacity to use any sort of symbols, you are really charting new territory. You need to be pretty scientific about it. In most cases, you need to take a very scientific approach to this effort to insure that the learner understands what these new-fangled “symbols” are (for communication) and what each one means. You will need to take data regularly to chart success, changing the instructional program based on the data. If the learner is succeeding, up the ante: if the learner is struggling, adjust instructional variables to make it easier.
In the beginning, you will need to ascertain that the learner understands the meaning of each new symbol (once she’s on a roll, you don’t need to worry so much about this). In the initial stages of instruction, include a “comprehension check” in your program. Comprehension checks begin when the array of symbols includes two or more. Now the learner must discriminate the correct symbol from an array of at least two possibilities. If there is going to be a correct versus incorrect symbol, then you need to use symbols for very specific things, rather than more generic concepts such as “want”, “help”, “more”, etc. Those generic concepts are pretty much always appropriate to use and thus are not revealing in terms of whether they are being used correctly. So stick with symbols for very specific items to begin with.
There are two major requesting procedures used to check comprehension as a learner first attempts to use tangible symbols in multi-symbol arrays. They differ in the order of presentation of the object and symbol arrays.
Objects first, then symbols. First, offer the learner a choice of objects. Once the learner has indicated which object she wants, offer a choice of symbols for the same objects. If the learner chooses the symbol that corresponds to the chosen object, this shows comprehension, as opposed to random choice. If the learner chooses the wrong symbol, do not give her the chosen object. Show her the correct symbol and set up a new choice of items.
Symbols first, then objects. The second procedure is just the opposite--the learner first chooses from an array of symbols, and then chooses the corresponding object. This is closer to the natural sequence of communication--first we ask for something, then we get it. Again, if the learner chooses the wrong object, do not give it to him. Show him the correct object and set up a new choice of symbols.
Comprehension checks are built into instruction for every new tangible symbol, and is continued until the data show that the learner clearly understands the meaning of that symbol. We generally require the learner to demonstrate comprehension for each symbol with at least 80% accuracy across two consecutive sessions. (Consider that if a student demonstrates 50% accuracy in selecting a symbol from a 2-symbol array, that is only random performance.) The comprehension check should be eliminated on a symbol- by-symbol basis. Once the comprehension check is eliminated, the learner is allowed to use tangible symbols just like one uses words; without an elaborate routine.
See Tangible Symbol Systems, 2nd Ed. (2000) by C. Rowland & P. Schweigert for further information on this topic.
The Communication Complexity Scale measures early communication\r\nbehaviors--from reactions to environmental changes to the production of symbols.\r\nIt is being developed at the University of Kansas by Drs. Nancy Brady, Kandace\r\nFleming, Kathy Bourque and Connie Kasari It provides a quantitative measure of\r\nfunctioning at the pre-linguistic level that is sensitive to change over time.\r\nChildren who are deafblind were included in the test development sample. This\r\ninstrument is still under development. The research includes comparing scores\r\nwith this new instrument with scores on the Communication Matrix. Here’s a link\r\nto an article about it:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC327361...
This project is seeking\r\nparticipants. Here’s the link to their\r\nrecruitment information:
HomeTalk, a Family Assessment of Children who are Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and professionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey Mar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf. Its purpose is to help families participate in the planning of their child’s educational program. Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect. HomeTalk can provide a broad picture of a child’s skills, special interests, and personality. HomeTalk was developed by a group of parents and professionals who know the importance of collaboration. HomeTalk may be used to:
• help develop an Individualized Educational Plan (IEP)
• review a child’s progress and needs at a school meeting
• introduce a child to new staff members
• summarize important information about a child.
Download HomeTalk in English without cost at this link:
https://designtolearn.com/uploaded/pdf/HomeTalk.pd...
Download HomeTalk in Spanish without cost at:
https://designtolearn.com/uploaded/pdf/HomeTalkSP....
","userID":9043,"timestamp":"2016-03-16T10:44:43.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4999,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6121,"postID":8152,"userID":17617,"timestamp":"2021-07-22T09:28:15.843"}],"PostCollectionItems":[{"collectionItemID":14,"collectionID":1,"postID":8152,"quote":"This tool allows a family to describe their child's capacities in terms that professionals will understand."}]},{"postID":8153,"title":"Social Networks ","body":"Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners, by Sarah Blackstone and Mary Hunt-Berg (2012), is an assessment as well as an intervention planning tool. It addresses the entire social network of the individual, covering 5 circles of communication partners, communication modes used, topics of communication, personal preferences, and types of communication--all of which are important factors in the quest to develop meaningful communication goals. Social Networks is described in the lead article in an issue of Augmentative Communication News at this link:
http://www.augcominc.com/newsletters/index.cfm/new...
Social Networks may be purchased through the Attainment Company:
http://www.attainmentcompany.com/social-networks-p...
The Pragmatics Profile of Everyday Communication Skills in Children was developed by Hazel Dewart and Susie Summers in 1995. Like the Communication Matrix, it takes a pragmatic approach to communication development, focusing on how the child communicates in everyday life. It includes two structured interviews (one for 0-4 year olds and one for 5-10 year olds) to be administered to parents and/or teachers. The interviews include 4 sections: Communicative Functions; Response to Communication; Interaction and Conversation; and Contextual Variation. This assessment may be downloaded from the following link:
http://complexneeds.org.uk/modules/Module-2.4-Asse...
The Communication and Symbolic Behavior Scales (CSBS), by Wetherby and Prizant (2003), is a widely used norm-referenced instrument appropriate for infants through preschoolers who are at risk for communication delays. It covers communication skills and early indicators of symbolic development. Seven clusters are included: communicative functions, gestural communicative means, vocal communicative means, verbal communicative means, reciprocity, social-affective signaling, and symbolic behavior. The CSBS DP is a shorter version used for screening purposes. Investigate these instruments further at:
http://www.brookespublishing.com/resource-center/s...
I attach a video showing an SLP administering the CSBS.
The Infant Social and Communication Behavior Scales (ISCBS; Cress, Olson, & Wetherby, in preparation) is a prototype communication assessment that is being nationally normed at, in preparation for publication. The ISCBS is a dynamic assessment of pre-intentional communication for children of all ages (it will be normed for infants 2-12 months) that accommodates sensory and motor impairments into the assessment tasks as well as scoring. Items are scored by modality-independent communicative intent (e.g. Shows wanting for an object) rather than by specific typical expected behavior (e.g. Reaches for an object). It is based on the Communication and Symbolic Behavior Scales and uses similar procedures and scoring. This instrument is still under development. When completed it will be available through the Paul H. Brookes Publishing Co.
","userID":9043,"timestamp":"2016-03-16T11:40:31.493","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":17,"collectionID":1,"postID":8155,"quote":"The CSBS is one of the few normed instruments appropriate for early communicators. "}]},{"postID":8165,"title":"OCALICON 2016","body":"OCALICON 2016: The Nation's Premier Event in Autism, Sensory Disabilities, and Low-Incidence Disabilities\r\nJoin 1,500+ participants from across the United States and around the globe November 16-18, 2016, as we collectively focus on common concerns and share proven solutions that address issues and challenges faced by individuals with autism, sensory disabilities, and low-incidence disabilities across their lifespan. \r\n\r\nOCALICON 2016 register here:\r\n\r\nhttp://conference.ocali.org/registration\r\n","userID":9043,"timestamp":"2016-04-12T18:19:14.4","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-11-16T00:00:00","eventEndDate":"2016-11-18T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Columbus OH","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"OCALI (Ohio Center for Autism and Low Incidence)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8166,"title":"CEC 2016 Special Education Convention & Expo","body":"Attend the annual convention of the Council for Exceptional Children in St. Louis! Choose from workshops, concurrent sessions, social events, exhibitions and awards ceremonies, all related to special education!\r\n\r\nInformation at link below:\r\n\r\nhttp://www.cecconvention.org/","userID":9043,"timestamp":"2016-04-12T19:11:09.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-04-13T00:00:00","eventEndDate":"2016-04-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1,"location":"St. Louis MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8167,"title":"DEC 2016 Conference","body":"Attend the 32nd Annual International DEC Conference in Louisville, Kentucky. This year's conference theme, A Winning Trifecta: Knowledge, Implementation, and Evaluation of DEC Recommended Practices, features leading experts from around the world in early intervention, early childhood special education, and related disciplines. The conference program is designed to develop the skills and knowledge of those who work with or on behalf of young children with special needs and their families.\r\n\r\nInformation at link below:\r\n\r\nhttp://www.dec-sped.org/conference\r\n","userID":9043,"timestamp":"2016-04-12T19:16:30.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-10-18T00:00:00","eventEndDate":"2016-10-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Louisville, KY","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC (Division for Early Childhood)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8168,"title":"ASHA (American Speech-Language-Hearing Association) Annual Convention","body":"Attend the 2016 ASHA Convention at the Pennsylvania Convention Center in Philadelphia, Pennsylvania, November 17–19, 2016.\r\n\r\nThe ASHA Convention is the premier annual event for speech-language pathologists, audiologists, and speech, language, and hearing scientists. Bringing together more than 12,000 attendees, the Annual Convention provides you with a once-a-year opportunity to learn about the latest research, polish clinical skills, improve techniques, and gain new tools and resources to advance professional development.\r\n\r\nOur 2016 theme is \"Everyday leadership. Leadership every day.\" Read more about the theme and how it will be explored in the message from the Convention Co-Chairs.\r\n\r\nJoin your colleagues for the comprehensive programming, cutting-edge education, and energized atmosphere of the ASHA Convention!\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.asha.org/Events/convention/\r\n\r\n","userID":9043,"timestamp":"2016-04-12T20:05:25.137","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-11-17T00:00:00","eventEndDate":"2016-11-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Philadelphia, PA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8169,"title":"ISAAC (International Society for Augmentative and Alternative Communication) 2016 Conference","body":"The ISAAC Conference 2016 will be held at the Westin Harbour Castle hotel in Toronto, Canada, from August 6 – 13, 2016. Join practitioners, researchers, consumers and family members from around the world who are committed to promoting augmentative and alternative communication (AAC). \r\n\r\nInformation may be found at:\r\n\r\nhttps://www.isaac-online.org/english/conference-2016/\r\n","userID":9043,"timestamp":"2016-04-12T20:12:18.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-06T00:00:00","eventEndDate":"2016-08-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1,"location":"Toronto, Canada","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ISAAC (International Society for Augmentative and Alternative Communication)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8170,"title":"32nd Annual Pacific Rim International Conference on Disability and Diversity","body":"The 32nd Annual Pacific Rim International Conference on Disability and Diversity “From the Margins to the Center” convenes April 25 & 26, 2016 in Honolulu, HI at the Hawai‘i Convention Center.\r\n\r\nThe International Pacific Rim Conference (Pac Rim) on Disability & Diversity has been widely recognized over the past 30 years as one of the most “diverse gatherings” in the world. The event encourages and respects voices from “diverse” perspective across numerous areas, including: voices from persons representing all disability areas; experiences of family members and supporters across all disability areas; responsiveness to diverse cultural and language differences; evidence of researchers and academics studying disability; stories of persons providing powerful lessons; examples of program providers, natural supports and allies of persons with disabilities and; action plans to meet human and social needs in a globalized world.\r\n\r\nEach year the conference hews to its traditional areas which have bred much of the interdisciplinary research and educational advances of the last three decades. But each year new topics are introduced to foment discussion and change. The intent is to harness the tremendous synergy as generated by the intermingling of these diverse perspectives, thus, creating a powerful program which impacts each individual participant in his or her own unique way.\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.pacrim.hawaii.edu/node/1","userID":9043,"timestamp":"2016-04-12T20:23:30.467","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-04-25T00:00:00","eventEndDate":"2016-04-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center for Disability Studies, College of Education, University of Hawai'i at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8171,"title":"ASHA Connect Conference","body":"ASHA Connect is a New Conference for SLPs in Schools, Private Practice, and Health Care to be held July 8–10, 2016 in Minneapolis, Minnesota.\r\n\r\nASHA has blended the ASHA's Schools conference with the Health Care & Business Institute to bring you the best of both conferences!\r\n\r\nHere, you'll get the tools to navigate the changes in your workplace and walk away with apply-today solutions you can use to help those you serve. Spend the weekend in one learning track or cross over to craft your own perfect conference—it's up to you! 10 tracks are tailored to SLPs in schools, those running a private practice, and those who work in health care settings. Earn up to 1.7 CEUs.\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.asha.org/events/asha-connect/","userID":9043,"timestamp":"2016-04-12T20:29:48.747","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-08T00:00:00","eventEndDate":"2016-07-10T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Minneapolis, MN","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8172,"title":"41st Annual TASH Conference","body":"Attend the 41st TASH Conference in St. Louis, Missouri, November 30 – December 2, 2016, at the St. Louis Union Station Hotel. Founded in 1975, TASH advocates for human rights and inclusion for people with significant disabilities and support needs – those most vulnerable to segregation, abuse, neglect and institutionalization. \r\n\r\nEach year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life.\r\n\r\nInformation may be found at:\r\n\r\nhttps://tash.org/save-the-date-for-the-2016-tash-conference/\r\n","userID":9043,"timestamp":"2016-04-12T20:35:50.45","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-11-30T00:00:00","eventEndDate":"2016-12-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"St. Louis Union Station Hotel","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8173,"title":"ATIA 2017","body":"Attend the 2017 ATIA conference in Orlando, FL. The Assistive Technology Industry Association (ATIA) is a not-for-profit membership organization of manufacturers, sellers and providers of technology-based assistive devices and/or services. The mission of ATIA is to serve as the collective voice of the assistive technology industry association so that the best products and services are delivered to people with disabilities. \r\n\r\nThe ATIA Conference is an international conference showcasing excellence in assistive technology. It is the place to learn about advances in AT, stay on top of best practices and trends, and network with others in the AT industry.\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=4699\r\n\r\n","userID":9043,"timestamp":"2016-04-12T20:43:38.513","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-01-17T00:00:00","eventEndDate":"2017-01-21T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Caribe Royale All-Suites Hotel & Convention Center, Orlando, Florida","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA (Assistive Technology Industry Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8174,"title":"AER International Conference","body":"The AER International Conference 2016 will be held July 20-24, 2016 in Jacksonville, Florida. More than 750 professionals are expected to attend from the field of blindness and visual impairment. That makes the AER International Conference 2016 North America’s largest meeting of vision education and rehabilitation professionals.\r\n\r\nThe biennial conference will feature hands-on presentations in the field of blindness and visual impairment along with vendors showcasing state-of-the-art technology and services.\r\n\r\nInformation may be found at:\r\n\r\nhttps://aerbvi.org/\r\n","userID":9043,"timestamp":"2016-04-12T20:52:28.233","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-20T00:00:00","eventEndDate":"2016-07-24T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1,"location":"Jacksonville, FL","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitation of the Blind and Visually Impaired (AER)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8194,"title":"Videos Series on the Use of Technology with Evidence Based Early Intervention","body":"A new video series about the use of technology with evidence based early intervention illustrates how video, video conferencing, and related technologies can improve access to and the quality of supports for families, as well as better enable teams to practice evidence-based early intervention services. The videos can be viewed at:
http://ddc.ohio.gov/video-ei-series
It is suggested that you watch the videos in order:
1.\tAn Overview of Using Technology to Support Families in Early Intervention
2.\tUsing Video to Enhance Play, Communication, and Relationships
3.\tUsing Instant Messaging and Video for Just-In-Time Support
4.\tUsing Video and Video Conferencing to Enable Team Meetings over Distances
5.\tUsing Facetime to Enhance Team Collaboration
6.\tA Virtual Home Visit with Liam's Family
7.\tA Virtual Co-Visit with Straton's Family
8.\tUsing Video as a Foundation for Reflective Supervision
The series was produced collaboratively by the Ohio Association of County Boards of Developmental Disabilities, a grantee of the Ohio Developmental Disabilities Council, the Bridging the Gaps in Ohio Part C Service Delivery Project, the BHN Alliance (Belmont, Harrison, and Noble County Boards of Developmental Disabilities), videographer Larry Edelman, and most importantly, families and early intervention practitioners in Ohio.
The Assistive Technology Industry Association (ATIA) is sponsoring a free webinar on eye tracking technology presented by Betsy Walker of TobiiDynavox.
Date: October 6
Time: 3:30-4:30 p.m. ET
Learn more here: https://www.atia.org/webinar/keys-classroom-succes...
","userID":9043,"timestamp":"2016-10-03T18:34:21.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8526,"title":" fbdjkb","body":"vfiudkldnb j
","userID":9043,"timestamp":"2016-11-02T21:49:30.33","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8542,"title":"AAC by the Bay","body":"The Bridge School is hosting 2017 AAC by the Bay, a 2 1/2 day conference on:\n\n• Language Acquisition and Documentation \n• Specialized Curriculum Areas - Vision & Mobility\n• Language, Communication and Autism \n\nMarch 23-25, 2017\n \nThe 2017 AAC by the Bay Conference will be held at Cisco in San Jose, CA. The event will be open to on-site participants and will be web cast live to registered off-site hosts throughout the world, thanks to the generosity of the corporate sponsor, Cisco.\n\nFurther information:\n\nhttp://www.bridgeschool.org/outreach/aacbtb/schedule.php\n","userID":9043,"timestamp":"2016-11-21T18:28:14.803","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-03-23T00:00:00","eventEndDate":"2017-03-25T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Cisco San Jose CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bridge School","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8653,"title":"OCALICON 2017","body":"The 11th annual OCALICON will include session by professionals, scholars, family members, self-advocates, and leaders targeting autism spectrum disorder, sensory disabilities, low-incidence disabilities (such as deafblind, traumatic brain injury, visual impairment, and deaf/hard of hearing), intellectual disabilities, communication disorders, and learning disabilities (such as dyslexia or Down syndrome). \n\nDetails are here:\n\nhttp://conference.ocali.org/","userID":9043,"timestamp":"2017-02-15T20:16:41.633","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-15T00:00:00","eventEndDate":"2017-11-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"OCALI (Ohio Center for Autism and Low Incidence)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8654,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim)","body":"The Pacific Rim International Conference, considered one of the most ‘diverse gatherings’ in the world, encourages and respects voices from “diverse” perspective across numerous areas, including: voices from persons representing all disability areas; experiences of family members and supporters across all disability and diversity areas; responsiveness to diverse cultural and language differences; evidence of researchers and academics studying diversity and disability; stories of persons providing powerful lessons; examples of program providers, and; action plans to meet human and social needs in a globalized world.\n\nDetails are here:\n\nhttp://www.pacrim.hawaii.edu/node/1","userID":9043,"timestamp":"2017-02-15T20:24:01.103","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]}],"Posts1":[{"postID":1234,"title":"Level 1 image","body":"This newborn is operating at Level 1 of the Matrix.\r\n\r\nhttp://www.thinglink.com/scene/535578389780627456","userID":9043,"timestamp":"2014-06-23T12:37:43.937","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1059,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1015,"postID":1234,"userID":9043,"timestamp":"2014-06-23T12:38:12.75"}],"PostCollectionItems":[]},{"postID":1238,"title":"Smiling to Request More (Level 3)","body":"This young man has very intentional behavior which he uses to express his delight in the bubbles and his desire for more. This is Level 3 behavior, since he intentionally communicates that he wants more bubbles.","userID":9043,"timestamp":"2014-06-23T12:48:31.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1358,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1017,"postID":1238,"userID":9043,"timestamp":"2014-06-23T12:48:48.357"},{"starID":1019,"postID":1238,"userID":1015,"timestamp":"2014-06-23T13:35:24.583"}],"PostCollectionItems":[]},{"postID":1247,"title":"Level 2: Attracting Attention","body":"This baby has enough control over his behaviors that he can coo, look at his mother, and touch her face. 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on Effect of AAC on Speech Development","body":"Kelly Fonner has provided a link to a very useful web site that provides information about the effect of learning to use an AAC system on developing speech. I attach an article on tangible symbol systems by myself and Philip Schweigert published in the AAC Journal in 2000. On p. 73, under the heading \"Bridging Function of Tangible Symbols\" we discussed our data on the acquisition of speech by children who learned to use 2- and 3-dimensional symbols, Our data showed that if anything, learning to use an AAC system had a facilitate effect. ","userID":9043,"timestamp":"2015-02-25T10:22:15.043","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"These resources are critical, especially for new families, therapists and educators that enter the world of AAC - as they often have concerns about the development of speech.","show":true,"views":1762,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2177,"postID":5361,"userID":3256,"timestamp":"2015-02-25T21:37:03.507"}],"PostCollectionItems":[{"collectionItemID":305,"collectionID":137,"postID":5361,"quote":"Acquisition of speech by children who learned to use 2- and 3-dimensional symbols"}]},{"postID":5380,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5493,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5543,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5544,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6561,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6595,"title":"The Communication Matrix in Taiwan!","body":"I had the good fortune to be invited to Taiwan last month to deliver a series of lectures related to AAC at three universities around that beautiful country. In Taichung I was hosted by Dr. Tsai, President of the Taiwan Society for Augmentative and Alternative Communication ( www.facebook.com/tw.a.ac ), and Iris Lee of the Maria Social Welfare Foundation ( www.maria.org.tw/ ). In Chaiyi I was hosted by Dr. Wu of the National Chiayi University. In Hualien I was hosted by Dr. Yang of the National Dong Hwa University. Since the Communication Matrix is available in Traditional Chinese (translated by one of Dr. Yang’s students!), it was easy to demonstrate its uses to the audiences I encountered around the country. \r\n\r\nThe people of Taiwan are extremely gracious and very much invested in AAC and in meeting the challenges experienced by individuals with multiple disabilities who have complex communication needs. I encouraged everyone to join this Community and to write posts in Chinese languages so that they can create their own community of support within the broader one. I attach photos of an inclusive elementary school in Hualien, a temple in the Taichung area, and my favorite of the many public sculptures in Taiwan. \r\n","userID":9043,"timestamp":"2015-07-06T14:58:56.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4242,"postID":6595,"userID":2016,"timestamp":"2015-07-16T10:08:50.637"}],"PostCollectionItems":[]},{"postID":6596,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6602,"title":"Eye-Pointing Classification Scale","body":"Dr. Michael Clarke of University College in London is seeking feedback on a new way to describe looking behavior related to eye pointing in young nonspeaking children. Below is his request for feedback on this new instrument:\r\nDear colleagues\r\nWe are inviting feedback on a new Eye-pointing Classification Scale developed by staff in the Division of Psychology and Language Sciences at the University College London (www.ucl.ac.uk/gaze), and members of the Neurodisability Service, Great Ormond Street Hospital for Children, London.\r\nBy developing the scale we aim to establish a valid and reliable method of describing and categorizing looking behaviors related to eye-pointing in young non-speaking children with cerebral palsy affecting their whole body.\r\nThe design of the scale has been informed by other classification scales that are used in clinical practice and research, including the Gross Motor Function Classification System (http://motorgrowth.canchild.ca/en/gmfcs/resources/gmfcs-er.pdf), which has become a primary, internationally accepted method for describing the severity of gross motor function limitations in children with cerebral palsy, and similar scales targeting levels of function in communication (http://cfcs.us), speech (http://www.scpenetwork.eu/assets/SCPE-Tools/VSS/Viking-Speech-Scale-2011-Copyright..pdf) and eating and drinking (http://www.sussexcommunity.nhs.uk/get-involved/eating_drinking_classification.htm).\r\nYour feedback would simply involve completing a questionnaire which should take no more than 15mins.\r\nIf you would like to participate in the evaluation or learn more about this work, please contact Amie Woghiren (amie.woghiren.13@ucl.ac.uk).\r\nBest wishes\r\nMichael Clarke\r\n~~~~~~~~~~~~~~~~~~~~~~~~\r\nMichael Clarke PhD\r\nDevelopmental Science\r\nUniveristy College London (UCL)\r\nChandler House, 2 Wakefield Street\r\nLondon, WC1N 1PF\r\n+44 (0)20 7679 4253\r\nwww.ucl.ac.uk/gaze","userID":9043,"timestamp":"2015-07-10T08:54:25.603","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":164,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6603,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6604,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6605,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6702,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8065,"title":"Communication Complexity Scale","body":"The Communication Complexity Scale measures early communication\r\nbehaviors--from reactions to environmental changes to the production of symbols.\r\nIt is being developed at the University of Kansas by Drs. Nancy Brady, Kandace\r\nFleming, Kathy Bourque and Connie Kasari It provides a quantitative measure of\r\nfunctioning at the pre-linguistic level that is sensitive to change over time.\r\nChildren who are deafblind were included in the test development sample. This\r\ninstrument is still under development. The research includes comparing scores\r\nwith this new instrument with scores on the Communication Matrix. Here’s a link\r\nto an article about it:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC327361...
This project is seeking\r\nparticipants. Here’s the link to their\r\nrecruitment information:
The Pragmatics Profile of Everyday Communication\r\nSkills in Children was developed by\r\nHazel Dewart and Susie Summers in 1995. Like the Communication Matrix, it takes\r\na pragmatic approach to communication development, focusing on how the child\r\ncommunicates in everyday life. It includes\r\ntwo structured interviews (one for 0-4 year olds and one for 5-10 year olds) to be\r\nadministered to parents and/or teachers. The interviews include 4 sections: Communicative\r\nFunctions; Response to Communication; Interaction and Conversation; and\r\nContextual Variation. This assessment may be downloaded from the following link:
http://complexneeds.org.uk/modules/Module-2.4-Asse...
","userID":9043,"timestamp":"2016-02-29T14:17:24.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":717,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5484,"postID":8067,"userID":39268,"timestamp":"2016-03-01T06:58:22.643"}],"PostCollectionItems":[]},{"postID":8068,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8070,"title":"HomeTalk: a Family Assessment","body":"HomeTalk, a Family Assessment of Children who\r\nare Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and\r\nprofessionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey\r\nMar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf.\r\nIts purpose is to help families participate in the planning of their child’s\r\neducational program. Family members and other care providers have the best\r\nopportunities to make observations of a child at home and in the community. They\r\nknow their child’s skills better than anyone, and they need a way to describe\r\nthose skills in a language that professionals will respect. HomeTalk can\r\nprovide a broad picture of a child’s skills, special interests, and\r\npersonality. HomeTalk was developed by a group of parents and professionals who\r\nknow the importance of collaboration. HomeTalk may be used to:
• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
https://www.designtolearn.com/uploaded/pdf/HomeTal...
","userID":9043,"timestamp":"2016-03-01T08:33:35.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2763,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":431,"collectionID":160,"postID":8070,"quote":"Home Talk, an assessment created with families for families"}]},{"postID":8071,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8072,"title":"Social Networks","body":"Social Networks: A Communication Inventory for\r\nIndividuals with Complex Communication Needs and their Communication Partners, by Sarah Blackstone and Mary Hunt-Berg\r\n(2012), is an assessment as well as an intervention planning tool. It addresses\r\nthe entire social network of the individual, covering 5 circles of\r\ncommunication partners, communication modes used, topics of communication,\r\npersonal preferences, and types of communication--all of which are important factors in the\r\nquest to develop meaningful communication goals. Social Networks is described\r\nin the lead article in an issue of Augmentative Communication News at this\r\nlink:
http://www.augcominc.com/newsletters/index.cfm/new...
Social Networks may be purchased\r\nthrough the Attainment Company:
http://www.attainmentcompany.com/social-networks-p...
","userID":9043,"timestamp":"2016-03-01T08:36:50.567","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1496,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5487,"postID":8072,"userID":39268,"timestamp":"2016-03-02T08:16:49.813"}],"PostCollectionItems":[{"collectionItemID":264,"collectionID":121,"postID":8072,"quote":"Terrific resource for considering multiple layers of \"community\". "}]},{"postID":8073,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8074,"title":"","body":"CharityRowland saidI think that the intent is to develop an instrument that is a strong candidate for research purposes, as well as for intervention.
","userID":9043,"timestamp":"2016-03-01T08:39:34.083","posted":false,"featured":true,"originalPostID":8065,"eventDate":null,"eventEndDate":null,"moderatorID":1013,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8075,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8081,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8083,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8084,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8085,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8086,"title":"Communication and Symbolic Behavior Scales and Infant Social and Communication Behavior Scales","body":"The Communication and Symbolic Behavior Scales\r\n(CSBS),\r\nby Wetherby and Prizant (2003), is a widely used norm-referenced instrument appropriate\r\nfor infants through preschoolers who are at risk for communication delays. It\r\ncovers communication skills and early indicators of symbolic development. Seven\r\nclusters are included: communicative\r\nfunctions, gestural communicative means, vocal communicative means, verbal\r\ncommunicative means, reciprocity, social-affective signaling, and symbolic\r\nbehavior. The\r\nCSBS DP is a shorter version used for screening purposes. Investigate these instruments\r\nfurther at:
http://www.brookespublishing.com/resource-center/s...
A video of an SLP administering the CSBS is attached.
The Infant Social and Communication Behavior\r\nScales (ISCBS; Cress, Olson, & Wetherby in preparation) is\r\na prototype communication assessment that is being nationally normed, in\r\npreparation for publication. It is based on the Communication and Symbolic Behavior Scales (described above) and uses similar procedures and scoring. The ISCBS is a\r\ndynamic assessment of pre-intentional communication for children of\r\nall ages (it will be normed for infants 2-12 months) that accommodates sensory\r\nand motor impairments into both the assessment tasks and scoring system.\r\nItems are scored by modality-independent communicative intent\r\n(e.g. Shows wanting for an object) rather than by specific typical\r\nexpected behavior (e.g. Reaches for an object). This instrument is still under development. When completed it will be\r\navailable through the Paul H. Brookes Publishing Co.
Assessing Learning and Communication in Young\r\nChildren Who are Deafblind or Who Have Multiple Disabilities is a manual that was jointly written by\r\nmyself, Dr. Deborah Chen, the late Dr. Harvey Mar, Dr. Robert Stillman and the\r\nNational Family Association for Deaf-Blind. It reviews general strategies for\r\ncompleting an authentic assessment process and reviews 12 assessment\r\ninstruments that cover communication skill development and conceptual development.\r\nDownload it without cost at this link:
https://www.designtolearn.com/uploaded/pdf/DeafBli...
","userID":9043,"timestamp":"2016-03-02T13:55:40.83","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8090,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8098,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8105,"title":"","body":"","userID":9043,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8106,"title":"Promoting Progress: Learning to Use Tangible Symbols","body":"This is posted in response to a recent post titled Picture Communication System (posted by koeser). (BTW, when we launch our new web site soon, we will be able to attach files to our replies!)
Be sure to click on the PDF link!
Sometimes a teacher asks the learner to select a symbol from an array consisting of symbols for nothing but preferred items, and immediately gives the learner the item corresponding to the chosen symbol. The problem with this approach is that it really doesn’t make much difference which symbol the learner chooses, if he likes all of the available options. He is learning how to make the motor response required to indicate a symbol, but doesn’t need to pay much attention to the individual symbols. In fact, he may not even notice that the symbols are different, much less what each one means. To remedy this problem, we can \"mix it up\" in terms of what sort of symbols go into the array from which the learner chooses. For instance, perhaps you could insert into the array a few \"distractor\" symbols such as:
Non-preferred symbols. Try including in the choices at least one choice that the learner doesn't like. If she chooses the nonpreferred item, give it to her. Now the importance of the choice is heightened, since choosing the non-preferred symbol is not nearly as pleasant as choosing the preferred one.
\"Nothing\" symbols. For some individuals, a \"nothing\" symbol may be a good option. The \"nothing\" symbol is an abstract shape or a blank picture card that is never associated with any referent. When the learner chooses this symbol, he gets \"nothing\", and the choice starts over again after a minute or so of doing nothing. In this way, the individual learns that it makes a difference which symbol he chooses, but the task is made easier, because he only has to learn to avoid the \"nothing\" symbol. In addition to learning to discriminate between symbols, the individual also learns at this point how to use symbols to communicate a choice - in this case a choice between something and nothing.
The attached photo is a book with 3-dimensional symbols for snack items, some of which this particular learner didn't like, but most of which he did like.
See Tangible Symbol Systems, 2nd Ed. (2000) by C. Rowland & P. Schweigert for further information on this topic.
","userID":9043,"timestamp":"2016-03-16T15:55:03.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":934,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5509,"postID":8148,"userID":3152,"timestamp":"2016-04-22T13:39:53.017"}],"PostCollectionItems":[{"collectionItemID":6,"collectionID":24,"postID":8148,"quote":"Here are some indicators of whether your student is communicating intentionally and understands the symbols he or she is using."}]},{"postID":8150,"title":"The Science of Comprehension Checks (tangible symbols instruction)","body":"Comprehension Checks
When you are first introducing a symbol system to a learner who has no capacity to use any sort of symbols, you are really charting new territory. You need to be pretty scientific about it. In most cases, you need to take a very scientific approach to this effort to insure that the learner understands what these new-fangled “symbols” are (for communication) and what each one means. You will need to take data regularly to chart success, changing the instructional program based on the data. If the learner is succeeding, up the ante: if the learner is struggling, adjust instructional variables to make it easier.
In the beginning, you will need to ascertain that the learner understands the meaning of each new symbol (once she’s on a roll, you don’t need to worry so much about this). In the initial stages of instruction, include a “comprehension check” in your program. Comprehension checks begin when the array of symbols includes two or more. Now the learner must discriminate the correct symbol from an array of at least two possibilities. If there is going to be a correct versus incorrect symbol, then you need to use symbols for very specific things, rather than more generic concepts such as “want”, “help”, “more”, etc. Those generic concepts are pretty much always appropriate to use and thus are not revealing in terms of whether they are being used correctly. So stick with symbols for very specific items to begin with.
There are two major requesting procedures used to check comprehension as a learner first attempts to use tangible symbols in multi-symbol arrays. They differ in the order of presentation of the object and symbol arrays.
Objects first, then symbols. First, offer the learner a choice of objects. Once the learner has indicated which object she wants, offer a choice of symbols for the same objects. If the learner chooses the symbol that corresponds to the chosen object, this shows comprehension, as opposed to random choice. If the learner chooses the wrong symbol, do not give her the chosen object. Show her the correct symbol and set up a new choice of items.
Symbols first, then objects. The second procedure is just the opposite--the learner first chooses from an array of symbols, and then chooses the corresponding object. This is closer to the natural sequence of communication--first we ask for something, then we get it. Again, if the learner chooses the wrong object, do not give it to him. Show him the correct object and set up a new choice of symbols.
Comprehension checks are built into instruction for every new tangible symbol, and is continued until the data show that the learner clearly understands the meaning of that symbol. We generally require the learner to demonstrate comprehension for each symbol with at least 80% accuracy across two consecutive sessions. (Consider that if a student demonstrates 50% accuracy in selecting a symbol from a 2-symbol array, that is only random performance.) The comprehension check should be eliminated on a symbol- by-symbol basis. Once the comprehension check is eliminated, the learner is allowed to use tangible symbols just like one uses words; without an elaborate routine.
See Tangible Symbol Systems, 2nd Ed. (2000) by C. Rowland & P. Schweigert for further information on this topic.
The Communication Complexity Scale measures early communication\r\nbehaviors--from reactions to environmental changes to the production of symbols.\r\nIt is being developed at the University of Kansas by Drs. Nancy Brady, Kandace\r\nFleming, Kathy Bourque and Connie Kasari It provides a quantitative measure of\r\nfunctioning at the pre-linguistic level that is sensitive to change over time.\r\nChildren who are deafblind were included in the test development sample. This\r\ninstrument is still under development. The research includes comparing scores\r\nwith this new instrument with scores on the Communication Matrix. Here’s a link\r\nto an article about it:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC327361...
This project is seeking\r\nparticipants. Here’s the link to their\r\nrecruitment information:
HomeTalk, a Family Assessment of Children who are Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and professionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey Mar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf. Its purpose is to help families participate in the planning of their child’s educational program. Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect. HomeTalk can provide a broad picture of a child’s skills, special interests, and personality. HomeTalk was developed by a group of parents and professionals who know the importance of collaboration. HomeTalk may be used to:
• help develop an Individualized Educational Plan (IEP)
• review a child’s progress and needs at a school meeting
• introduce a child to new staff members
• summarize important information about a child.
Download HomeTalk in English without cost at this link:
https://designtolearn.com/uploaded/pdf/HomeTalk.pd...
Download HomeTalk in Spanish without cost at:
https://designtolearn.com/uploaded/pdf/HomeTalkSP....
","userID":9043,"timestamp":"2016-03-16T10:44:43.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4999,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6121,"postID":8152,"userID":17617,"timestamp":"2021-07-22T09:28:15.843"}],"PostCollectionItems":[{"collectionItemID":14,"collectionID":1,"postID":8152,"quote":"This tool allows a family to describe their child's capacities in terms that professionals will understand."}]},{"postID":8153,"title":"Social Networks ","body":"Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners, by Sarah Blackstone and Mary Hunt-Berg (2012), is an assessment as well as an intervention planning tool. It addresses the entire social network of the individual, covering 5 circles of communication partners, communication modes used, topics of communication, personal preferences, and types of communication--all of which are important factors in the quest to develop meaningful communication goals. Social Networks is described in the lead article in an issue of Augmentative Communication News at this link:
http://www.augcominc.com/newsletters/index.cfm/new...
Social Networks may be purchased through the Attainment Company:
http://www.attainmentcompany.com/social-networks-p...
The Pragmatics Profile of Everyday Communication Skills in Children was developed by Hazel Dewart and Susie Summers in 1995. Like the Communication Matrix, it takes a pragmatic approach to communication development, focusing on how the child communicates in everyday life. It includes two structured interviews (one for 0-4 year olds and one for 5-10 year olds) to be administered to parents and/or teachers. The interviews include 4 sections: Communicative Functions; Response to Communication; Interaction and Conversation; and Contextual Variation. This assessment may be downloaded from the following link:
http://complexneeds.org.uk/modules/Module-2.4-Asse...
The Communication and Symbolic Behavior Scales (CSBS), by Wetherby and Prizant (2003), is a widely used norm-referenced instrument appropriate for infants through preschoolers who are at risk for communication delays. It covers communication skills and early indicators of symbolic development. Seven clusters are included: communicative functions, gestural communicative means, vocal communicative means, verbal communicative means, reciprocity, social-affective signaling, and symbolic behavior. The CSBS DP is a shorter version used for screening purposes. Investigate these instruments further at:
http://www.brookespublishing.com/resource-center/s...
I attach a video showing an SLP administering the CSBS.
The Infant Social and Communication Behavior Scales (ISCBS; Cress, Olson, & Wetherby, in preparation) is a prototype communication assessment that is being nationally normed at, in preparation for publication. The ISCBS is a dynamic assessment of pre-intentional communication for children of all ages (it will be normed for infants 2-12 months) that accommodates sensory and motor impairments into the assessment tasks as well as scoring. Items are scored by modality-independent communicative intent (e.g. Shows wanting for an object) rather than by specific typical expected behavior (e.g. Reaches for an object). It is based on the Communication and Symbolic Behavior Scales and uses similar procedures and scoring. This instrument is still under development. When completed it will be available through the Paul H. Brookes Publishing Co.
","userID":9043,"timestamp":"2016-03-16T11:40:31.493","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":17,"collectionID":1,"postID":8155,"quote":"The CSBS is one of the few normed instruments appropriate for early communicators. "}]},{"postID":8165,"title":"OCALICON 2016","body":"OCALICON 2016: The Nation's Premier Event in Autism, Sensory Disabilities, and Low-Incidence Disabilities\r\nJoin 1,500+ participants from across the United States and around the globe November 16-18, 2016, as we collectively focus on common concerns and share proven solutions that address issues and challenges faced by individuals with autism, sensory disabilities, and low-incidence disabilities across their lifespan. \r\n\r\nOCALICON 2016 register here:\r\n\r\nhttp://conference.ocali.org/registration\r\n","userID":9043,"timestamp":"2016-04-12T18:19:14.4","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-11-16T00:00:00","eventEndDate":"2016-11-18T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Columbus OH","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"OCALI (Ohio Center for Autism and Low Incidence)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8166,"title":"CEC 2016 Special Education Convention & Expo","body":"Attend the annual convention of the Council for Exceptional Children in St. Louis! Choose from workshops, concurrent sessions, social events, exhibitions and awards ceremonies, all related to special education!\r\n\r\nInformation at link below:\r\n\r\nhttp://www.cecconvention.org/","userID":9043,"timestamp":"2016-04-12T19:11:09.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-04-13T00:00:00","eventEndDate":"2016-04-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1,"location":"St. Louis MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8167,"title":"DEC 2016 Conference","body":"Attend the 32nd Annual International DEC Conference in Louisville, Kentucky. This year's conference theme, A Winning Trifecta: Knowledge, Implementation, and Evaluation of DEC Recommended Practices, features leading experts from around the world in early intervention, early childhood special education, and related disciplines. The conference program is designed to develop the skills and knowledge of those who work with or on behalf of young children with special needs and their families.\r\n\r\nInformation at link below:\r\n\r\nhttp://www.dec-sped.org/conference\r\n","userID":9043,"timestamp":"2016-04-12T19:16:30.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-10-18T00:00:00","eventEndDate":"2016-10-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Louisville, KY","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC (Division for Early Childhood)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8168,"title":"ASHA (American Speech-Language-Hearing Association) Annual Convention","body":"Attend the 2016 ASHA Convention at the Pennsylvania Convention Center in Philadelphia, Pennsylvania, November 17–19, 2016.\r\n\r\nThe ASHA Convention is the premier annual event for speech-language pathologists, audiologists, and speech, language, and hearing scientists. Bringing together more than 12,000 attendees, the Annual Convention provides you with a once-a-year opportunity to learn about the latest research, polish clinical skills, improve techniques, and gain new tools and resources to advance professional development.\r\n\r\nOur 2016 theme is \"Everyday leadership. Leadership every day.\" Read more about the theme and how it will be explored in the message from the Convention Co-Chairs.\r\n\r\nJoin your colleagues for the comprehensive programming, cutting-edge education, and energized atmosphere of the ASHA Convention!\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.asha.org/Events/convention/\r\n\r\n","userID":9043,"timestamp":"2016-04-12T20:05:25.137","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-11-17T00:00:00","eventEndDate":"2016-11-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Philadelphia, PA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8169,"title":"ISAAC (International Society for Augmentative and Alternative Communication) 2016 Conference","body":"The ISAAC Conference 2016 will be held at the Westin Harbour Castle hotel in Toronto, Canada, from August 6 – 13, 2016. Join practitioners, researchers, consumers and family members from around the world who are committed to promoting augmentative and alternative communication (AAC). \r\n\r\nInformation may be found at:\r\n\r\nhttps://www.isaac-online.org/english/conference-2016/\r\n","userID":9043,"timestamp":"2016-04-12T20:12:18.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-06T00:00:00","eventEndDate":"2016-08-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1,"location":"Toronto, Canada","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ISAAC (International Society for Augmentative and Alternative Communication)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8170,"title":"32nd Annual Pacific Rim International Conference on Disability and Diversity","body":"The 32nd Annual Pacific Rim International Conference on Disability and Diversity “From the Margins to the Center” convenes April 25 & 26, 2016 in Honolulu, HI at the Hawai‘i Convention Center.\r\n\r\nThe International Pacific Rim Conference (Pac Rim) on Disability & Diversity has been widely recognized over the past 30 years as one of the most “diverse gatherings” in the world. The event encourages and respects voices from “diverse” perspective across numerous areas, including: voices from persons representing all disability areas; experiences of family members and supporters across all disability areas; responsiveness to diverse cultural and language differences; evidence of researchers and academics studying disability; stories of persons providing powerful lessons; examples of program providers, natural supports and allies of persons with disabilities and; action plans to meet human and social needs in a globalized world.\r\n\r\nEach year the conference hews to its traditional areas which have bred much of the interdisciplinary research and educational advances of the last three decades. But each year new topics are introduced to foment discussion and change. The intent is to harness the tremendous synergy as generated by the intermingling of these diverse perspectives, thus, creating a powerful program which impacts each individual participant in his or her own unique way.\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.pacrim.hawaii.edu/node/1","userID":9043,"timestamp":"2016-04-12T20:23:30.467","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-04-25T00:00:00","eventEndDate":"2016-04-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center for Disability Studies, College of Education, University of Hawai'i at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8171,"title":"ASHA Connect Conference","body":"ASHA Connect is a New Conference for SLPs in Schools, Private Practice, and Health Care to be held July 8–10, 2016 in Minneapolis, Minnesota.\r\n\r\nASHA has blended the ASHA's Schools conference with the Health Care & Business Institute to bring you the best of both conferences!\r\n\r\nHere, you'll get the tools to navigate the changes in your workplace and walk away with apply-today solutions you can use to help those you serve. Spend the weekend in one learning track or cross over to craft your own perfect conference—it's up to you! 10 tracks are tailored to SLPs in schools, those running a private practice, and those who work in health care settings. Earn up to 1.7 CEUs.\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.asha.org/events/asha-connect/","userID":9043,"timestamp":"2016-04-12T20:29:48.747","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-08T00:00:00","eventEndDate":"2016-07-10T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Minneapolis, MN","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8172,"title":"41st Annual TASH Conference","body":"Attend the 41st TASH Conference in St. Louis, Missouri, November 30 – December 2, 2016, at the St. Louis Union Station Hotel. Founded in 1975, TASH advocates for human rights and inclusion for people with significant disabilities and support needs – those most vulnerable to segregation, abuse, neglect and institutionalization. \r\n\r\nEach year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life.\r\n\r\nInformation may be found at:\r\n\r\nhttps://tash.org/save-the-date-for-the-2016-tash-conference/\r\n","userID":9043,"timestamp":"2016-04-12T20:35:50.45","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-11-30T00:00:00","eventEndDate":"2016-12-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"St. Louis Union Station Hotel","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8173,"title":"ATIA 2017","body":"Attend the 2017 ATIA conference in Orlando, FL. The Assistive Technology Industry Association (ATIA) is a not-for-profit membership organization of manufacturers, sellers and providers of technology-based assistive devices and/or services. The mission of ATIA is to serve as the collective voice of the assistive technology industry association so that the best products and services are delivered to people with disabilities. \r\n\r\nThe ATIA Conference is an international conference showcasing excellence in assistive technology. It is the place to learn about advances in AT, stay on top of best practices and trends, and network with others in the AT industry.\r\n\r\nInformation may be found at:\r\n\r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=4699\r\n\r\n","userID":9043,"timestamp":"2016-04-12T20:43:38.513","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-01-17T00:00:00","eventEndDate":"2017-01-21T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Caribe Royale All-Suites Hotel & Convention Center, Orlando, Florida","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA (Assistive Technology Industry Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8174,"title":"AER International Conference","body":"The AER International Conference 2016 will be held July 20-24, 2016 in Jacksonville, Florida. More than 750 professionals are expected to attend from the field of blindness and visual impairment. That makes the AER International Conference 2016 North America’s largest meeting of vision education and rehabilitation professionals.\r\n\r\nThe biennial conference will feature hands-on presentations in the field of blindness and visual impairment along with vendors showcasing state-of-the-art technology and services.\r\n\r\nInformation may be found at:\r\n\r\nhttps://aerbvi.org/\r\n","userID":9043,"timestamp":"2016-04-12T20:52:28.233","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-20T00:00:00","eventEndDate":"2016-07-24T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1,"location":"Jacksonville, FL","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitation of the Blind and Visually Impaired (AER)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8194,"title":"Videos Series on the Use of Technology with Evidence Based Early Intervention","body":"A new video series about the use of technology with evidence based early intervention illustrates how video, video conferencing, and related technologies can improve access to and the quality of supports for families, as well as better enable teams to practice evidence-based early intervention services. The videos can be viewed at:
http://ddc.ohio.gov/video-ei-series
It is suggested that you watch the videos in order:
1.\tAn Overview of Using Technology to Support Families in Early Intervention
2.\tUsing Video to Enhance Play, Communication, and Relationships
3.\tUsing Instant Messaging and Video for Just-In-Time Support
4.\tUsing Video and Video Conferencing to Enable Team Meetings over Distances
5.\tUsing Facetime to Enhance Team Collaboration
6.\tA Virtual Home Visit with Liam's Family
7.\tA Virtual Co-Visit with Straton's Family
8.\tUsing Video as a Foundation for Reflective Supervision
The series was produced collaboratively by the Ohio Association of County Boards of Developmental Disabilities, a grantee of the Ohio Developmental Disabilities Council, the Bridging the Gaps in Ohio Part C Service Delivery Project, the BHN Alliance (Belmont, Harrison, and Noble County Boards of Developmental Disabilities), videographer Larry Edelman, and most importantly, families and early intervention practitioners in Ohio.
The Assistive Technology Industry Association (ATIA) is sponsoring a free webinar on eye tracking technology presented by Betsy Walker of TobiiDynavox.
Date: October 6
Time: 3:30-4:30 p.m. ET
Learn more here: https://www.atia.org/webinar/keys-classroom-succes...
","userID":9043,"timestamp":"2016-10-03T18:34:21.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8526,"title":" fbdjkb","body":"vfiudkldnb j
","userID":9043,"timestamp":"2016-11-02T21:49:30.33","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8542,"title":"AAC by the Bay","body":"The Bridge School is hosting 2017 AAC by the Bay, a 2 1/2 day conference on:\n\n• Language Acquisition and Documentation \n• Specialized Curriculum Areas - Vision & Mobility\n• Language, Communication and Autism \n\nMarch 23-25, 2017\n \nThe 2017 AAC by the Bay Conference will be held at Cisco in San Jose, CA. The event will be open to on-site participants and will be web cast live to registered off-site hosts throughout the world, thanks to the generosity of the corporate sponsor, Cisco.\n\nFurther information:\n\nhttp://www.bridgeschool.org/outreach/aacbtb/schedule.php\n","userID":9043,"timestamp":"2016-11-21T18:28:14.803","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-03-23T00:00:00","eventEndDate":"2017-03-25T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Cisco San Jose CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Bridge School","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8653,"title":"OCALICON 2017","body":"The 11th annual OCALICON will include session by professionals, scholars, family members, self-advocates, and leaders targeting autism spectrum disorder, sensory disabilities, low-incidence disabilities (such as deafblind, traumatic brain injury, visual impairment, and deaf/hard of hearing), intellectual disabilities, communication disorders, and learning disabilities (such as dyslexia or Down syndrome). \n\nDetails are here:\n\nhttp://conference.ocali.org/","userID":9043,"timestamp":"2017-02-15T20:16:41.633","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-15T00:00:00","eventEndDate":"2017-11-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"OCALI (Ohio Center for Autism and Low Incidence)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8654,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim)","body":"The Pacific Rim International Conference, considered one of the most ‘diverse gatherings’ in the world, encourages and respects voices from “diverse” perspective across numerous areas, including: voices from persons representing all disability areas; experiences of family members and supporters across all disability and diversity areas; responsiveness to diverse cultural and language differences; evidence of researchers and academics studying diversity and disability; stories of persons providing powerful lessons; examples of program providers, and; action plans to meet human and social needs in a globalized world.\n\nDetails are here:\n\nhttp://www.pacrim.hawaii.edu/node/1","userID":9043,"timestamp":"2017-02-15T20:24:01.103","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]}]}},{"collectionID":105,"name":"Interdisciplinary Teamwork: The Barriers, Benefits, and Strategies to Facilitate Interprofessional Education and Teamwork","description":"Interdisciplinary teamwork is a daily practice of most professionals serving children with complex communication needs. This collection is all about identifying the barriers that prevent effective interdisciplinary teamwork, realizing the benefits of engaging in this practice, and discussing strategies that may facilitate this process. This collection will also offer tools that may assist you in evaluating your current interdisciplinary practice. ","dateCreated":"2017-01-14T16:49:10.737","bio":null,"published":true,"userID":15535,"PostCollectionItems":[{"collectionItemID":179,"collectionID":105,"postID":8597,"quote":"“If everyone is moving forward together, then success takes care of itself” Henry Ford","Post":{"postID":8597,"title":"Interdisciplinary Teamwork: Why We Should Care","body":"“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
“My hospitalists just have no idea what a speech-language pathologist does”
“I feel like that PT is trying to be the expert in my [speech-language pathology] field”
“I just feel so much tension when I am trying to see my kids for push-in services in that teacher’s classroom”
These are all comments I have heard from my early-professional colleagues, and are experiences with which many professionals can relate. Many early-professionals (and possibly those who have been in the field for a while) are unsure how to provide education to those in different disciplines or in resolving workplace conflicts. Interprofessional education at the graduate level is the key to learning techniques of conflict management, interprofessional communication, and teamwork.
In the previous post, we discussed some of the challenges to integrating interprofessional education into graduate coursework and clinical experiences. The purpose of this post is to describe an example of how graduate programs might consider integrating interdisciplinary teamwork within graduate coursework. To do so, we will pull from techniques currently used by graduate programs engaging in interprofessional education, and techniques used by the Leadership Education in Neurodevelopmental and related Disabilities (LEND) program.
LEND is an interdisciplinary training program for graduate students and professionals across the nation funded through the Title V program of the Maternal and Child Health Bureau. This nationwide program is an exemplary model of how interdisciplinary teamwork and training can be achieved. Trainees engage in collaborative teamwork experiences with professions including Occupational Therapy, Physical Therapy, Social Work, Public Health, Neurodevelopmental Pediatrics, Pediatric Dentistry, Counseling Psychology, Family Advocacy, and more. Trainees learn the scope of each discipline and how their field integrates within the larger interdisciplinary team to promote the care of individuals with disabilities and their families. Faculty members and administrators interested in initiating an interprofessional education program are encouraged to contact their local LEND director for mentorship in establishing this program.
Ogletree (2015) describes how an AAC course in speech-language pathology graduate programs may be an easy course to begin integrating interdisciplinary teamwork. Likewise, some strategies to integrate interprofessional education through AAC services will be discussed in this post.
First, it is vital to identify faculty champions across collaborative disciplines. Since the focus of this example is on AAC services, the faculty champions will ideally teach courses in assistive technology (including AAC), have significant experience in interdisciplinary clinics, and be excellent role models of teamwork. A level of close collegiality, history of working together, and friendship may be desired given the challenge ahead.
Once selected, faculty champions should seek administrative buy-in. Many professional organizations have already moved in support of interprofessional education, and the benefits of interdisciplinary care are intuitive and well-established (refer to Ogletree, 2015). Further, students with interdisciplinary practice experience are more desired within the work force, and such a program may potentially increase employment of their students in lucrative job positions. This may become a significant draw as the demand for students with interdisciplinary experience becomes explicitly requested by employers. Given evidence, innovation, and possibility to improve attendance, interprofessional education will hopefully promote itself to administrators.
Buring et al. (2009) suggests to next choose curricular themes, evaluate students and match students based on education level and maturity, determine when and where interprofessional education will take place, how it will fit into curricular schedules, and establish who will facilitate the interdisciplinary curriculum. In an interdisciplinary assistive technology course, objectives may include to provide hands-on experiences with a variety of assistive technology tools (speech-language pathology students may focus on AAC tools and accessories; occupational therapy students may focus on adaptive play, adaptive writing tools, environmental controls, and power mobility; physical therapy students may focus on adaptive mobility tools and power mobility) and learning how to evaluate, treat, and collaborate within an interdisciplinary model. Students across disciplines should be matched for level of clinical experience.
With these supports in place, a foundation will be established that will allow for a creative classroom structure envisioned by the faculty champions involved. Moving forward, creative faculty are necessary to establish a class schedule, decide on methods for evaluating their students, and plan curriculum activities to promote interprofessional education and teamwork (to be discussed in the next post). It is my hope that faculty members will plan their courses while bearing in mind the messages we hear from early professionals, such as those mentioned in the beginning of this post. What other messages or considerations would you recommend for faculty planning an interdisciplinary course?
Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
As an Iowa LEND-trainee, case-study presentations were one of my favorite activities to rehearse interdisciplinary practice. During these presentations, trainees were asked to present on a complex child and family they had seen in clinic, and to share with the group about the child’s history, presentation, and current treatment. Trainees in the audience were asked to collaborate and identify how they may be able to assist in this child’s development or family situation. These talks were filled with insights into other professions and the variety of ways that their profession intervenes in the child’s and family’s life. It also provided trainees the opportunity to educate others about the variety of services they provided and to help frame their profession in a network of healthcare and education professions.
Interprofessional education is essential to students who will be entering the workforce to prepare them for the interdisciplinary teamwork that is so often required in the work-force. In the previous post, we discussed steps to initiating an interprofessional education program at the administrative level. This post will discuss potential class structure and activities to promote interdisciplinary teamwork.
After establishing administrative support and faculty members who will champion this cause, class structure and layout should be determined. It may be possible that two days of coursework (1 hour per day) weekly may be sufficient to acquire discipline specific knowledge and receive instruction on practicing in an interdisciplinary team. One day a week could be discipline specific, where students are explicitly taught methods to facilitate assistive technology skill acquisition and methods of evaluation and treatment. The second day could be a collaborative event where students across all disciplines share the same class, and where students are matched into groups with each discipline represented by one or more students. Ideally, the second day would focus explicitly on working within an interdisciplinary model to achieve the competencies eloquently outlined by Buring et al. (2009) (see Table 1).
To be an effective member of the team, students must become knowledgeable about the variety of assistive technology tools that could meet their patient’s needs. Students should have access to a lab where assistive technology tools are available and trialed under the supervision of a research or teacher assistant. Demonstration of how tools can be integrated across disciplines should be modeled and trialed by each student.
Perhaps the most effective way to support students would be through hands-on learning and case-studies. The use of clinical simulations (e.g., Second Life) may be one method where students can practice interacting and evaluating clients in a supported environment. These mock-patients should be matched to the group’s education level, familiarity with the diagnoses, and familiarity with the equipment needed to support them. Students should use a consistent evaluative framework (e.g., SETT) so that team members share knowledge of how evaluations will be conducted to meet client needs.
It is important that each group have their own to promote independence and for group presentations to the rest of the class. As the course continues, the needs of the client should evolve and warrant reevaluations from the team. On any interdisciplinary AT team, events may occur which change team dynamics. As an example, during the course one discipline might switch to a new group to represent losing and gaining a new team member; students should be encouraged to reflect on how these events influences teamwork and how they can continue to promote teamwork. Opportunities for conflict management must also be presented so that students can learn to work through disagreements within a team to reach a united solution that is honored by the team.
Students must also master the skill of providing education to their team and leading a team meeting. Borrowing from the Oregon LEND program, having students lead a \"chalk-talk” where they educate the team on a topic related to the patient may provide the opportunity to learn teaching strategies for educating members of different disciplines; this topic may not be required to fall within that discipline’s scope (e.g., discussing amblyopia including causes, treatment/management, and influence on AT use). Each student should have the opportunity to lead and engage in a team meeting in which evaluation findings and recommendations are discussed across each discipline.
Students should continue to be evaluated and provided with feedback on how they may enhance their interdisciplinary skills. The Interprofessional Professionalism Collaborative designed a tool that can be used to rate trainees who are engaging in interdisciplinary teamwork. This tool has not yet been formally released, but is expected to be released in the near future.
As you can imagine, to successfully host such an experience would require time and hard-work on the part of dedicated faculty members. Buring et al. (2009) advocates to “start small and go slow.” The process of interprofessional education is a task that must be refined over years, though mimicking real practice is likely to provide the most benefit to students. An excellent example of how to integrate interprofessional education across disciplines was described by Ogletree (2015) in regards to AAC service provision. In addition, dysphagia evaluation and management may also be a great opportunity to integrate interprofessional education. What other topics do you believe could serve as effective teamwork opportunities in both school, hospital, and private practices?
Resources:
Buring, S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
It may take time for universities to comprehensively adopt interprofessional education, but more immediate change may occur by motivated professionals who are already practicing on interdisciplinary teams or who wish to initiate these services within their facility. This post will discuss some of the barriers to initiating interdisciplinary teamwork, and strategies to overcome some of those barriers.
Most clinicians in private and school sectors may identify that limited time for collaboration is the most significant barrier. For hospital and private therapists, Rogers and Nunez (June, 2013) suggested one of the most significant challenges in engaging in interdisciplinary teamwork is the fee-for-service model. Under this system, collaboration and team meetings are not billable services and thus are not in the interest of businesses needing to make a profit. These businesses may attempt to maximize the number of clients that their therapists work with to increase potential profit. It is up to advocates at the national and state level to work with Medicare/Medicaid and private insurers to develop reimbursable billing codes for non-direct patient/client care.
Fortunately, transitioning towards an outcomes-based reimbursement healthcare model is in the near future (though it is unclear how this may change with healthcare reform under a new administration) and it is possible that hospital and private providers may place more emphasis on collaborating with an interdisciplinary team to accelerate progress and reduce misuse/overuse/underuse of services. Unfortunately, this does not help clinicians to meet immediate collaboration needs. It remains imperative to create administrator buy-in to allow clinicians and teachers to consult with one-another. This is especially significant for private providers who have limited visits with clients due to insurance coverage. Perhaps these clinicians could attempt to put in additional time to collaborate with school teams outside of regular hours and track progress on these patients; these data could be compared to rates of improvement from previous clients whose teams were not collaborated with. These data could then be presented to administrators as hard-evidence for why time for collaboration is necessary.
Once achieving availability for meetings, we can then experience a barrier in aligning times to meet across providers and tools to access meetings electronically. While the task of coordinating a meeting with one individual is not always a challenge, establishing a meeting with an entire school team, private therapists, and clinical specialists can be nearly impossible. To help bridge this gap, I would encourage providers to consider the use of free online meeting schedulers (e.g., Survey Monkey, Doodle). These free tools allow all parties to list their potential availability (and lets you see who has not yet responded). Unfortunately, it is often the responsibility of coordinator to remind individuals to respond to these meeting requests and ensure that everyone lists availability. Lack of free HIPAA-approved secure video platforms also creates a barrier for those who cannot coordinate a visit in person. To this writer’s knowledge, all videoconference platforms that are currently used for telehealth have a fee associated with use. Secure video platforms are needed to provide team trainings, hold regular meetings, and ensure a personal interaction among the team.
An additional barrier that prevents teams from collaborating is lack of a quick and secure way to discuss progress, problems, and other needs with the wider team. Often, clinicians are forced to e-mail and/or set-up time to converse on the phone. It would be ideal if there were an online HIPAA-approved social network platform in which providers of all disciplines could create a professional profile. In this social network, private groups could be established in which only a child’s providers (including clinical specialists, therapists, and school staff) could access. In these groups, providers could post clinical updates, assistive technology use, goals, and the shared collaborative long-term objective. Such a network will require significant buy-in from professional associations and providers, as well as an innovative and dedicated company to take on such a task.
Due to a variety of reasons, it might not be possible for every provider to be at all meetings. When this is the case, we must still find a way to share the missing team member’s expertise with the group, and to provide the meeting information to the missing professional. Further, that professional must have the opportunity to be a part of the team decision making process. This will often fall to the responsibility of the meeting coordinator to ensure that all stakeholders have been heard.
Perhaps the most important limitation is the human-factor. For many individuals to make change, there often must be some personal benefit. In the current fee-for-service model, private providers would see no personal benefit for engaging in collaboration, with the possible exception of networking. In fact, many professionals in school or in the private sector may find that taking time to collaborate would prevent them from engaging in other activities. The “human-factor” I refer to is altruism, and I believe it is one of the reasons why most of us chose the careers we are in. We are motivated by our clients and passionate about seeing them improve in their health and skills. Interdisciplinary teamwork requires great selflessness and focus for the well-being of the client we are collaborating with. I am personally hopeful that this would never be a barrier for members of this Community. I further hope that those of us in the Community can motivate others to find their altruism if this is a barrier for a partner you collaborate with.
For those interested in learning more about how to engage in interdisciplinary teamwork, including the barriers and strategies to overcome those barriers, consider the free webinar offered through ASHA for 0.2 CEUs. Additionally, a free e-text book has been published by ASHA on engaging in interprofessional education and collaboration, which can be found through their website.
This post has identified several barriers that limit interdisciplinary teamwork across facilities, but there may be more that we have not discussed. In your experience, what other barriers have you identified that prevent interdisciplinary teamwork?
Resources:
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
In previous posts, we have identified what factors improve interdisciplinary teams and identified several benefits to this approach. If we expand the team as this writer advocates, how do we ensure that we can maintain an effective level of teamwork? Thylefors (2012) demonstrated that larger teams showed lower contribution of each team member. How do we engage all stakeholders given such significant barriers?
Based on the work that we have mentioned in previous posts, our interdisciplinary assistive technology team will be piloting an interdisciplinary teamwork program partnering with local school districts. Through recommendations made by Thylefors (2012), IPEC Core Competencies (2016), competencies outlined by Buring et al. (2009) from several sources, evaluation methods proposed by Freeth et al. (2002) and described by Zraick et al. (2014), we have outlined several steps that may support improved collaboration between private and school-based intervention teams. We welcome any discussion and feedback that readers may have regarding this outlined program:
- a. Have each team member explain their role and expertise
- b. Determine the team mission, attendance rules, continuing education rules, and unify the team under a shared long-term vision
- c. Discuss professional overlap and goal overlap
- d. Delineate team responsibilities including who will manage assistive technology, who will manage major equipment challenges, who will manage daily maintenance, curriculum needs, and who will write funding requests should additional equipment be needed
- a. Request feedback on each professional’s understanding of the team vision and impact on client’s outcome
- b. Seek self-reflections and peer-assessments
- a. Assess and thematically analyze learners’ experiences in the program
- b. Assess changes in themes, attitudes, and perceived value of the program for the client at each stage
- c. Assess interdisciplinary skills and knowledge gains as a result of continuing education, and their use of these skills in each setting
- d. Assess level of participation across team members
- e. Assess for improvements in skill acquisition, access to services, and overall health
- a. Each meeting will be led by a different/rotating team member; this will ensure equal leadership
- b. Have each discipline provide continuing education on a topic relevant to the client; ideally this topic will provide some insight into the discipline’s profession and/or treatment approach
Our team would highly value thoughts and feedback from members of the Community regarding this program. We have discussed obstacles that may prevent such programs from achieving long-term success in previous posts. What are some challenges and/or solutions that you can think of in implementing this program?
Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
One of my favorite benefits of collaborative teamwork is effectively and appropriately addressing skills to help students achieve mastery in each AAC competency. Janice Light (1989) outlined four foundational AAC competencies that lead to independent communication. These competencies include (1) linguistic competence, or the ability to master the linguistic code of the native language and AAC system; (2) social competence, or the user’s ability to utilize their AAC tool in a conversational context; (3) strategic competence, which includes the user’s ability to compensate for the limitations of their AAC tool; and (4) operational competence which includes the user’s ability to develop skills in their access method, and to monitor and manage features of their AAC tool, such as battery life, accessing different apps, or even accessing forms of social media. Through teamwork of school teams and private providers, our clients can have the most practice with appropriate communication partners.
As an outpatient hospital-based speech-language pathologist, I have the opportunity to work with children in a one-on-one setting spending much of our therapy time focusing on developing expressive language skills, setting up opportunities to practice operational skills, and rehearsing strategies to prevent or repair communication breakdown. I have found that my students often gain skills quickly in linguistic, strategic, and operational competence when I work with them, but in our one-on-one setting there are limited social skills that we can practice that will generalize to their most meaningful contexts. Though we might practice engaging in social routines, our clients are unlikely to generalize this skill to peers, teachers, the bus driver, or less familiar family members unless they are provided structured learning opportunities with these conversational partners.
When providing services in isolation in a one-on-one setting, we may fall short of mastery in each of our target competencies. For private providers in speech-language pathology, school-based providers and school staff are absolutely critical in helping our students to master social competency skills in addition to improving other competencies. Helping students learn to interject with an idea, comment on friend’s idea, or engage in social pleasantries occur naturally and frequently within the school day, whereas these opportunities may be minimal or may require imaginary play in a one-on-one setting (e.g., greeting others). Push-in services allow students to master integrating their AAC tool into daily communication with peers, teachers, and paraprofessionals. School-based speech-language pathologists are encouraged to take advantage of this reciprocal relationship to narrow the focus of their services given such large and diverse case-loads in school settings.
Collaboration between private providers and school providers is absolutely critical for children who are using AAC, not only to align goals, but to establish a shared vision. This work is important within the same discipline, as demonstrated above, but we must work hard to include our larger team. For example, when Occupational Therapists hope to have children work on writing skills using apps on an iPad, it is vital that AAC therapists consider this in the evaluative and therapeutic process. When this is the case, it is increasingly important to help the client learn to navigate between apps if they are using their device for more than just communication. As a team we must share a vision which includes our five year plan.
Collaborating with my school-based colleagues has allowed me to form new relationships and improve client outcomes. When engaging in teamwork, I have seen clients acquire new skills more quickly, and generalize their skills to different settings. Use of a device at school allows my clients to engage with peers, and develop new social routines. What are some of your favorite collaborative or interdisciplinary teamwork experiences?
Resources:
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Suzie is a young AAC user with spastic quadriplegic cerebral palsy (GMFCS V) whose parents are divorced. Suzie spends most of her family time with her mother and baby sister, and a weekend each month with her father. Her mother is very busy with a part-time job, and when she is at home, she is frequently caring for the baby sister. Suzie’s aunt serves as a respite-worker six hours a week, usually on the weekend so that her Suzie’s mother can take care of other tasks. Suzie’s mother tries to work with the AAC device, but due to all the demands placed on her Suzie does not have many opportunities each day to practice using her device. Her mother wishes to be an integral part of the AAC process, but is having difficulty completing recommended home-practice activities.
Does this sound familiar to you? It is well known that parents of children with disabilities are at higher risk for separation, and working with a child with a complex social situation is not uncommon. Situations such as Suzie’s demonstrate the need for close collaboration with the interdisciplinary team to maximize the number of communicative opportunities as well as identifying additional supports for Suzie’s mother and family. Providing the training necessary to those who will implement AAC with the greatest frequency and fidelity is a crucial part of interdisciplinary AAC teamwork.
Some essential team members who require support in AT use include teachers, paraprofessionals, family members, and the client. These individuals have the most opportunities to provide models of AT use and to encourage its use in the most important settings. These team members are critical members of the team and must be involved in all phases including evaluation and treatment. It has been shown that staff members not involved in assistive technology assessment often do not to use technology with the student as intended (Todis & Walker, 1993). Further, only 19% out of 405 surveyed teachers believed they had adequate training in assistive technology (Derer et al., 1996).
As we have highlighted in previous posts, uniting the team under a shared vision may result in providers being more likely to support AT implementation, working jointly towards completing shared goals, and improve understanding of team member responsibilities. Copley & Ziviani (2004) suggest that as the primary service providers, school teams possess critical assessment information and must be ultimately responsible for implementing assistive technology tools. As such, it is critical that school staff feel competent and confident in their abilities to carry out these tasks.
Training teachers, paraprofessionals, and other school staff is highly beneficial as these professionals can provide the greatest frequency to practice skill across the school day. As demonstrated in the example at the beginning of this post, providing training to these team members may maximize the opportunities for the client to practice and hopefully prevent device abandonment. Further, the high turn-over rates of instructional assistants and sometimes a new teacher annually means there is frequently need for training new staff and aligning goals. When clinicians are unable to meet in-person with team members, free tools such as Google Hangout, OoVoo, and other web-based video-conference tools provide the opportunity to train team members who must better understand how to use these tools effectively. When considering this option, it might be important to preface conversations with focusing on training and excluding sharing PHI as some of these web-based platforms may not be HIPAA-approved. Recall that this must be a reciprocal learning relationship; therapists often have much to learn from the experiences of school-based staff.
Clinicians shared some of their favorite training activities to engage school staff in a recent discussion on the ASHA SIG 12. One of the common themes expressed was getting hands-on time with the device. This allows each professional the opportunity to interact with the device and learn how it operates in a supported environment (e.g., clinician demonstrating, modeling, mentoring, encouraging). One of the activities listed was titled “tea time” and was an opportunity where the school team would get together and enjoy “tea” (or perhaps another preferred beverage) and only talk using the child’s AAC device. This seemed like an excellent activity in which providers can enjoy an adult activity while practicing approaches such as milieu techniques, expanding, recasting, or target specific goals that the client is working on. Whichever activity selected, it is essential that staff leave feeling empowered, competent in their requested task, and comfortable with interacting with the AT tool.
Engaging caregivers in these trainings is equally important, regardless of the complexity of their social situation. Caregivers who are informed can provide critical insight to the team about their child (e.g., upcoming surgeries, sensory preferences, spontaneous forms of communication, purposeful movements that can become access sites, motivators, etc. [this is a much more diverse list than other members of the team!]), and can practice these skills when they have the opportunity. Further, caregivers are often tasked with sharing information with new service providers, and we must keep caregivers in-the-know so that they can provide accurate information and share the team vision.
Clinicians should also realize that their colleagues in other rehabilitate professions (e.g., OT, PT) play a critical role in encouraging families to consistently bring their AT tools and use them with different providers. When receiving an AAC tool, some families may not understand right away how these communication tools can be used in various settings. If our colleagues in OT and PT can work with our families and demonstrate how these tools can be used during their sessions, families may understand the necessity to bring the tool everywhere to access communication. As a reciprocal exchange, our OT and PT colleagues are essential in teaching us about fine motor abilities necessary to access direct selection or gesture tools on devices, considerations for size and weight of devices, and types of cases, straps, or mounts that would be beneficial (Wilkinson & Young Na, June, 2015).
Let us not forget the most important team member of all: the client. Recall from earlier posts that each member of the team must be part of the decision making process and share their expertise; no one has more expertise in the client than the client (and given the appropriate tools and training we hope to unlock their ability to express that). It is important to keep in mind that our clients should have decision-making powers over what they want to work on, and this becomes increasingly important as the child continues to age. If the client can select their goal, then we are likely to find better motivation and teamwork.
Keeping everyone on the team motivated an interested in utilizing assistive technology tools requires persistence and dedication. Carole Zangari, CCC-SLP, created several free printable bookmarks and tags that you can share with your team as reminders of the importance of AAC tools and practice (tool 1; tool 2; tool 3). As we discussed above, holding trainings can be an effective way to promote motivation and engagement. What are some of your favorite training activities or motivating tools?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
This post provides a summary of all the resources listed throughout the “Interdisciplinary Teamwork” posts as well as several additional resources for those seeking additional information. I hope you have enjoyed this collection of posts on the topic of interdisciplinary teamwork. Though there are many barriers to establishing standards of interdisciplinary education or implementing interdisciplinary teamwork with all team members, the benefits to our clients and our professional communities far outweigh the challenges. Special thanks to Erin Bricker, speech-language pathologist at Willamette ESD in Salem, OR., for reviewing this collection of posts and for excellent collaborative discussions from the perspective of a school-based speech-language pathologist. Thank you for taking the time to read about this important topic, and I hope that the resources we shared will support your team in improving the quality of interdisciplinary team care you provide.
Resources Page
ASHA’s website on interprofessional education and interporefessional practice
Free ASHA webinar (0.2 CEUs) on interprofessional practice
- Dixon, D., Fagan, E., McNeilly, L., & Nunez, L. (2015). The what, the why, the how of professional collaboration. Retrieved from http://www.asha.org/Practice/The-Why-What-and-How-of-Interprofessional-Collaboration/
The Interprofessional Professionalism Collaborative is in process of establishing a tool to evaluate student learners in their interdisciplinary teamwork
Please refer to Rogers & Nunez (June, 2013) for several additional resources and a glossary of interprofessional terms
For details on evidence in support of interprofessional education and an example of interprofessional education, refer to Ogletree (June, 2015)
Free e-text book on interprofessional education and interprofessional practice via ASHA
- Johnson, A. (August, 2016). Interprofessional education and interprofessional practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings. Retrieved from http://www.asha.org/uploadedFiles/IPE-IPP-Reader-eBook.pdf.
Leadership Education in Neurodevelopment and related Disabilities (LEND) is a national interdisciplinary training program funded through the Maternal Child Health Bureau Title V program. LEND is an excellent resource for those interested in learning more about interdisciplinary clinics. See https://www.aucd.org/directory/directory.cfm?program=LEND for a complete list of programs
Printable posters, bookmarks, and tags that can be shared with your team to support AAC implementation
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #1. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-1/
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #2. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-2/
- Zangari, C. (September, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #3. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-3/
Family Needs Survey – Tool from OHSU OCCYSHN to learn about family needs and if they may benefit from a consult with a social worker
References
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require other forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on
progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on team embers.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require other forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on
progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on team embers.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
“My hospitalists just have no idea what a speech-language pathologist does”
“I feel like that PT is trying to be the expert in my [speech-language pathology] field”
“I just feel so much tension when I am trying to see my kids for push-in services in that teacher’s classroom”
These are all comments I have heard from my early-professional colleagues, and are experiences with which many professionals can relate. Many early-professionals (and possibly those who have been in the field for a while) are unsure how to provide education to those in different disciplines or in resolving workplace conflicts. Interprofessional education at the graduate level is the key to learning techniques of conflict management, interprofessional communication, and teamwork.
In the previous post, we discussed some of the challenges to integrating interprofessional education into graduate coursework and clinical experiences. The purpose of this post is to describe an example of how graduate programs might consider integrating interdisciplinary teamwork within graduate coursework. To do so, we will pull from techniques currently used by graduate programs engaging in interprofessional education, and techniques used by the Leadership Education in Neurodevelopmental and related Disabilities (LEND) program.
LEND is an interdisciplinary training program for graduate students and professionals across the nation funded through the Title V program of the Maternal and Child Health Bureau. This nationwide program is an exemplary model of how interdisciplinary teamwork and training can be achieved. Trainees engage in collaborative teamwork experiences with professions including Occupational Therapy, Physical Therapy, Social Work, Public Health, Neurodevelopmental Pediatrics, Pediatric Dentistry, Counseling Psychology, Family Advocacy, and more. Trainees learn the scope of each discipline and how their field integrates within the larger interdisciplinary team to promote the care of individuals with disabilities and their families. Faculty members and administrators interested in initiating an interprofessional education program are encouraged to contact their local LEND director for mentorship in establishing this program.
Ogletree (2015) describes how an AAC course in speech-language pathology graduate programs may be an easy course to begin integrating interdisciplinary teamwork. Likewise, some strategies to integrate interprofessional education through AAC services will be discussed in this post.
First, it is vital to identify faculty champions across collaborative disciplines. Since the focus of this example is on AAC services, the faculty champions will ideally teach courses in assistive technology (including AAC), have significant experience in interdisciplinary clinics, and be excellent role models of teamwork. A level of close collegiality, history of working together, and friendship may be desired given the challenge ahead.
Once selected, faculty champions should seek administrative buy-in. Many professional organizations have already moved in support of interprofessional education, and the benefits of interdisciplinary care are intuitive and well-established (refer to Ogletree, 2015). Further, students with interdisciplinary practice experience are more desired within the work force, and such a program may potentially increase employment of their students in lucrative job positions. This may become a significant draw as the demand for students with interdisciplinary experience becomes explicitly requested by employers. Given evidence, innovation, and possibility to improve attendance, interprofessional education will hopefully promote itself to administrators.
Buring et al. (2009) suggests to next choose curricular themes, evaluate students and match students based on education level and maturity, determine when and where interprofessional education will take place, how it will fit into curricular schedules, and establish who will facilitate the interdisciplinary curriculum. In an interdisciplinary assistive technology course, objectives may include to provide hands-on experiences with a variety of assistive technology tools (speech-language pathology students may focus on AAC tools and accessories; occupational therapy students may focus on adaptive play, adaptive writing tools, environmental controls, and power mobility; physical therapy students may focus on adaptive mobility tools and power mobility) and learning how to evaluate, treat, and collaborate within an interdisciplinary model. Students across disciplines should be matched for level of clinical experience.
With these supports in place, a foundation will be established that will allow for a creative classroom structure envisioned by the faculty champions involved. Moving forward, creative faculty are necessary to establish a class schedule, decide on methods for evaluating their students, and plan curriculum activities to promote interprofessional education and teamwork (to be discussed in the next post). It is my hope that faculty members will plan their courses while bearing in mind the messages we hear from early professionals, such as those mentioned in the beginning of this post. What other messages or considerations would you recommend for faculty planning an interdisciplinary course?
Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
As an Iowa LEND-trainee, case-study presentations were one of my favorite activities to rehearse interdisciplinary practice. During these presentations, trainees were asked to present on a complex child and family they had seen in clinic, and to share with the group about the child’s history, presentation, and current treatment. Trainees in the audience were asked to collaborate and identify how they may be able to assist in this child’s development or family situation. These talks were filled with insights into other professions and the variety of ways that their profession intervenes in the child’s and family’s life. It also provided trainees the opportunity to educate others about the variety of services they provided and to help frame their profession in a network of healthcare and education professions.
Interprofessional education is essential to students who will be entering the workforce to prepare them for the interdisciplinary teamwork that is so often required in the work-force. In the previous post, we discussed steps to initiating an interprofessional education program at the administrative level. This post will discuss potential class structure and activities to promote interdisciplinary teamwork.
After establishing administrative support and faculty members who will champion this cause, class structure and layout should be determined. It may be possible that two days of coursework (1 hour per day) weekly may be sufficient to acquire discipline specific knowledge and receive instruction on practicing in an interdisciplinary team. One day a week could be discipline specific, where students are explicitly taught methods to facilitate assistive technology skill acquisition and methods of evaluation and treatment. The second day could be a collaborative event where students across all disciplines share the same class, and where students are matched into groups with each discipline represented by one or more students. Ideally, the second day would focus explicitly on working within an interdisciplinary model to achieve the competencies eloquently outlined by Buring et al. (2009) (see Table 1).
To be an effective member of the team, students must become knowledgeable about the variety of assistive technology tools that could meet their patient’s needs. Students should have access to a lab where assistive technology tools are available and trialed under the supervision of a research or teacher assistant. Demonstration of how tools can be integrated across disciplines should be modeled and trialed by each student.
Perhaps the most effective way to support students would be through hands-on learning and case-studies. The use of clinical simulations (e.g., Second Life) may be one method where students can practice interacting and evaluating clients in a supported environment. These mock-patients should be matched to the group’s education level, familiarity with the diagnoses, and familiarity with the equipment needed to support them. Students should use a consistent evaluative framework (e.g., SETT) so that team members share knowledge of how evaluations will be conducted to meet client needs.
It is important that each group have their own to promote independence and for group presentations to the rest of the class. As the course continues, the needs of the client should evolve and warrant reevaluations from the team. On any interdisciplinary AT team, events may occur which change team dynamics. As an example, during the course one discipline might switch to a new group to represent losing and gaining a new team member; students should be encouraged to reflect on how these events influences teamwork and how they can continue to promote teamwork. Opportunities for conflict management must also be presented so that students can learn to work through disagreements within a team to reach a united solution that is honored by the team.
Students must also master the skill of providing education to their team and leading a team meeting. Borrowing from the Oregon LEND program, having students lead a \"chalk-talk” where they educate the team on a topic related to the patient may provide the opportunity to learn teaching strategies for educating members of different disciplines; this topic may not be required to fall within that discipline’s scope (e.g., discussing amblyopia including causes, treatment/management, and influence on AT use). Each student should have the opportunity to lead and engage in a team meeting in which evaluation findings and recommendations are discussed across each discipline.
Students should continue to be evaluated and provided with feedback on how they may enhance their interdisciplinary skills. The Interprofessional Professionalism Collaborative designed a tool that can be used to rate trainees who are engaging in interdisciplinary teamwork. This tool has not yet been formally released, but is expected to be released in the near future.
As you can imagine, to successfully host such an experience would require time and hard-work on the part of dedicated faculty members. Buring et al. (2009) advocates to “start small and go slow.” The process of interprofessional education is a task that must be refined over years, though mimicking real practice is likely to provide the most benefit to students. An excellent example of how to integrate interprofessional education across disciplines was described by Ogletree (2015) in regards to AAC service provision. In addition, dysphagia evaluation and management may also be a great opportunity to integrate interprofessional education. What other topics do you believe could serve as effective teamwork opportunities in both school, hospital, and private practices?
Resources:
Buring, S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
It may take time for universities to comprehensively adopt interprofessional education, but more immediate change may occur by motivated professionals who are already practicing on interdisciplinary teams or who wish to initiate these services within their facility. This post will discuss some of the barriers to initiating interdisciplinary teamwork, and strategies to overcome some of those barriers.
Most clinicians in private and school sectors may identify that limited time for collaboration is the most significant barrier. For hospital and private therapists, Rogers and Nunez (June, 2013) suggested one of the most significant challenges in engaging in interdisciplinary teamwork is the fee-for-service model. Under this system, collaboration and team meetings are not billable services and thus are not in the interest of businesses needing to make a profit. These businesses may attempt to maximize the number of clients that their therapists work with to increase potential profit. It is up to advocates at the national and state level to work with Medicare/Medicaid and private insurers to develop reimbursable billing codes for non-direct patient/client care.
Fortunately, transitioning towards an outcomes-based reimbursement healthcare model is in the near future (though it is unclear how this may change with healthcare reform under a new administration) and it is possible that hospital and private providers may place more emphasis on collaborating with an interdisciplinary team to accelerate progress and reduce misuse/overuse/underuse of services. Unfortunately, this does not help clinicians to meet immediate collaboration needs. It remains imperative to create administrator buy-in to allow clinicians and teachers to consult with one-another. This is especially significant for private providers who have limited visits with clients due to insurance coverage. Perhaps these clinicians could attempt to put in additional time to collaborate with school teams outside of regular hours and track progress on these patients; these data could be compared to rates of improvement from previous clients whose teams were not collaborated with. These data could then be presented to administrators as hard-evidence for why time for collaboration is necessary.
Once achieving availability for meetings, we can then experience a barrier in aligning times to meet across providers and tools to access meetings electronically. While the task of coordinating a meeting with one individual is not always a challenge, establishing a meeting with an entire school team, private therapists, and clinical specialists can be nearly impossible. To help bridge this gap, I would encourage providers to consider the use of free online meeting schedulers (e.g., Survey Monkey, Doodle). These free tools allow all parties to list their potential availability (and lets you see who has not yet responded). Unfortunately, it is often the responsibility of coordinator to remind individuals to respond to these meeting requests and ensure that everyone lists availability. Lack of free HIPAA-approved secure video platforms also creates a barrier for those who cannot coordinate a visit in person. To this writer’s knowledge, all videoconference platforms that are currently used for telehealth have a fee associated with use. Secure video platforms are needed to provide team trainings, hold regular meetings, and ensure a personal interaction among the team.
An additional barrier that prevents teams from collaborating is lack of a quick and secure way to discuss progress, problems, and other needs with the wider team. Often, clinicians are forced to e-mail and/or set-up time to converse on the phone. It would be ideal if there were an online HIPAA-approved social network platform in which providers of all disciplines could create a professional profile. In this social network, private groups could be established in which only a child’s providers (including clinical specialists, therapists, and school staff) could access. In these groups, providers could post clinical updates, assistive technology use, goals, and the shared collaborative long-term objective. Such a network will require significant buy-in from professional associations and providers, as well as an innovative and dedicated company to take on such a task.
Due to a variety of reasons, it might not be possible for every provider to be at all meetings. When this is the case, we must still find a way to share the missing team member’s expertise with the group, and to provide the meeting information to the missing professional. Further, that professional must have the opportunity to be a part of the team decision making process. This will often fall to the responsibility of the meeting coordinator to ensure that all stakeholders have been heard.
Perhaps the most important limitation is the human-factor. For many individuals to make change, there often must be some personal benefit. In the current fee-for-service model, private providers would see no personal benefit for engaging in collaboration, with the possible exception of networking. In fact, many professionals in school or in the private sector may find that taking time to collaborate would prevent them from engaging in other activities. The “human-factor” I refer to is altruism, and I believe it is one of the reasons why most of us chose the careers we are in. We are motivated by our clients and passionate about seeing them improve in their health and skills. Interdisciplinary teamwork requires great selflessness and focus for the well-being of the client we are collaborating with. I am personally hopeful that this would never be a barrier for members of this Community. I further hope that those of us in the Community can motivate others to find their altruism if this is a barrier for a partner you collaborate with.
For those interested in learning more about how to engage in interdisciplinary teamwork, including the barriers and strategies to overcome those barriers, consider the free webinar offered through ASHA for 0.2 CEUs. Additionally, a free e-text book has been published by ASHA on engaging in interprofessional education and collaboration, which can be found through their website.
This post has identified several barriers that limit interdisciplinary teamwork across facilities, but there may be more that we have not discussed. In your experience, what other barriers have you identified that prevent interdisciplinary teamwork?
Resources:
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
In previous posts, we have identified what factors improve interdisciplinary teams and identified several benefits to this approach. If we expand the team as this writer advocates, how do we ensure that we can maintain an effective level of teamwork? Thylefors (2012) demonstrated that larger teams showed lower contribution of each team member. How do we engage all stakeholders given such significant barriers?
Based on the work that we have mentioned in previous posts, our interdisciplinary assistive technology team will be piloting an interdisciplinary teamwork program partnering with local school districts. Through recommendations made by Thylefors (2012), IPEC Core Competencies (2016), competencies outlined by Buring et al. (2009) from several sources, evaluation methods proposed by Freeth et al. (2002) and described by Zraick et al. (2014), we have outlined several steps that may support improved collaboration between private and school-based intervention teams. We welcome any discussion and feedback that readers may have regarding this outlined program:
- a. Have each team member explain their role and expertise
- b. Determine the team mission, attendance rules, continuing education rules, and unify the team under a shared long-term vision
- c. Discuss professional overlap and goal overlap
- d. Delineate team responsibilities including who will manage assistive technology, who will manage major equipment challenges, who will manage daily maintenance, curriculum needs, and who will write funding requests should additional equipment be needed
- a. Request feedback on each professional’s understanding of the team vision and impact on client’s outcome
- b. Seek self-reflections and peer-assessments
- a. Assess and thematically analyze learners’ experiences in the program
- b. Assess changes in themes, attitudes, and perceived value of the program for the client at each stage
- c. Assess interdisciplinary skills and knowledge gains as a result of continuing education, and their use of these skills in each setting
- d. Assess level of participation across team members
- e. Assess for improvements in skill acquisition, access to services, and overall health
- a. Each meeting will be led by a different/rotating team member; this will ensure equal leadership
- b. Have each discipline provide continuing education on a topic relevant to the client; ideally this topic will provide some insight into the discipline’s profession and/or treatment approach
Our team would highly value thoughts and feedback from members of the Community regarding this program. We have discussed obstacles that may prevent such programs from achieving long-term success in previous posts. What are some challenges and/or solutions that you can think of in implementing this program?
Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
One of my favorite benefits of collaborative teamwork is effectively and appropriately addressing skills to help students achieve mastery in each AAC competency. Janice Light (1989) outlined four foundational AAC competencies that lead to independent communication. These competencies include (1) linguistic competence, or the ability to master the linguistic code of the native language and AAC system; (2) social competence, or the user’s ability to utilize their AAC tool in a conversational context; (3) strategic competence, which includes the user’s ability to compensate for the limitations of their AAC tool; and (4) operational competence which includes the user’s ability to develop skills in their access method, and to monitor and manage features of their AAC tool, such as battery life, accessing different apps, or even accessing forms of social media. Through teamwork of school teams and private providers, our clients can have the most practice with appropriate communication partners.
As an outpatient hospital-based speech-language pathologist, I have the opportunity to work with children in a one-on-one setting spending much of our therapy time focusing on developing expressive language skills, setting up opportunities to practice operational skills, and rehearsing strategies to prevent or repair communication breakdown. I have found that my students often gain skills quickly in linguistic, strategic, and operational competence when I work with them, but in our one-on-one setting there are limited social skills that we can practice that will generalize to their most meaningful contexts. Though we might practice engaging in social routines, our clients are unlikely to generalize this skill to peers, teachers, the bus driver, or less familiar family members unless they are provided structured learning opportunities with these conversational partners.
When providing services in isolation in a one-on-one setting, we may fall short of mastery in each of our target competencies. For private providers in speech-language pathology, school-based providers and school staff are absolutely critical in helping our students to master social competency skills in addition to improving other competencies. Helping students learn to interject with an idea, comment on friend’s idea, or engage in social pleasantries occur naturally and frequently within the school day, whereas these opportunities may be minimal or may require imaginary play in a one-on-one setting (e.g., greeting others). Push-in services allow students to master integrating their AAC tool into daily communication with peers, teachers, and paraprofessionals. School-based speech-language pathologists are encouraged to take advantage of this reciprocal relationship to narrow the focus of their services given such large and diverse case-loads in school settings.
Collaboration between private providers and school providers is absolutely critical for children who are using AAC, not only to align goals, but to establish a shared vision. This work is important within the same discipline, as demonstrated above, but we must work hard to include our larger team. For example, when Occupational Therapists hope to have children work on writing skills using apps on an iPad, it is vital that AAC therapists consider this in the evaluative and therapeutic process. When this is the case, it is increasingly important to help the client learn to navigate between apps if they are using their device for more than just communication. As a team we must share a vision which includes our five year plan.
Collaborating with my school-based colleagues has allowed me to form new relationships and improve client outcomes. When engaging in teamwork, I have seen clients acquire new skills more quickly, and generalize their skills to different settings. Use of a device at school allows my clients to engage with peers, and develop new social routines. What are some of your favorite collaborative or interdisciplinary teamwork experiences?
Resources:
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Suzie is a young AAC user with spastic quadriplegic cerebral palsy (GMFCS V) whose parents are divorced. Suzie spends most of her family time with her mother and baby sister, and a weekend each month with her father. Her mother is very busy with a part-time job, and when she is at home, she is frequently caring for the baby sister. Suzie’s aunt serves as a respite-worker six hours a week, usually on the weekend so that her Suzie’s mother can take care of other tasks. Suzie’s mother tries to work with the AAC device, but due to all the demands placed on her Suzie does not have many opportunities each day to practice using her device. Her mother wishes to be an integral part of the AAC process, but is having difficulty completing recommended home-practice activities.
Does this sound familiar to you? It is well known that parents of children with disabilities are at higher risk for separation, and working with a child with a complex social situation is not uncommon. Situations such as Suzie’s demonstrate the need for close collaboration with the interdisciplinary team to maximize the number of communicative opportunities as well as identifying additional supports for Suzie’s mother and family. Providing the training necessary to those who will implement AAC with the greatest frequency and fidelity is a crucial part of interdisciplinary AAC teamwork.
Some essential team members who require support in AT use include teachers, paraprofessionals, family members, and the client. These individuals have the most opportunities to provide models of AT use and to encourage its use in the most important settings. These team members are critical members of the team and must be involved in all phases including evaluation and treatment. It has been shown that staff members not involved in assistive technology assessment often do not to use technology with the student as intended (Todis & Walker, 1993). Further, only 19% out of 405 surveyed teachers believed they had adequate training in assistive technology (Derer et al., 1996).
As we have highlighted in previous posts, uniting the team under a shared vision may result in providers being more likely to support AT implementation, working jointly towards completing shared goals, and improve understanding of team member responsibilities. Copley & Ziviani (2004) suggest that as the primary service providers, school teams possess critical assessment information and must be ultimately responsible for implementing assistive technology tools. As such, it is critical that school staff feel competent and confident in their abilities to carry out these tasks.
Training teachers, paraprofessionals, and other school staff is highly beneficial as these professionals can provide the greatest frequency to practice skill across the school day. As demonstrated in the example at the beginning of this post, providing training to these team members may maximize the opportunities for the client to practice and hopefully prevent device abandonment. Further, the high turn-over rates of instructional assistants and sometimes a new teacher annually means there is frequently need for training new staff and aligning goals. When clinicians are unable to meet in-person with team members, free tools such as Google Hangout, OoVoo, and other web-based video-conference tools provide the opportunity to train team members who must better understand how to use these tools effectively. When considering this option, it might be important to preface conversations with focusing on training and excluding sharing PHI as some of these web-based platforms may not be HIPAA-approved. Recall that this must be a reciprocal learning relationship; therapists often have much to learn from the experiences of school-based staff.
Clinicians shared some of their favorite training activities to engage school staff in a recent discussion on the ASHA SIG 12. One of the common themes expressed was getting hands-on time with the device. This allows each professional the opportunity to interact with the device and learn how it operates in a supported environment (e.g., clinician demonstrating, modeling, mentoring, encouraging). One of the activities listed was titled “tea time” and was an opportunity where the school team would get together and enjoy “tea” (or perhaps another preferred beverage) and only talk using the child’s AAC device. This seemed like an excellent activity in which providers can enjoy an adult activity while practicing approaches such as milieu techniques, expanding, recasting, or target specific goals that the client is working on. Whichever activity selected, it is essential that staff leave feeling empowered, competent in their requested task, and comfortable with interacting with the AT tool.
Engaging caregivers in these trainings is equally important, regardless of the complexity of their social situation. Caregivers who are informed can provide critical insight to the team about their child (e.g., upcoming surgeries, sensory preferences, spontaneous forms of communication, purposeful movements that can become access sites, motivators, etc. [this is a much more diverse list than other members of the team!]), and can practice these skills when they have the opportunity. Further, caregivers are often tasked with sharing information with new service providers, and we must keep caregivers in-the-know so that they can provide accurate information and share the team vision.
Clinicians should also realize that their colleagues in other rehabilitate professions (e.g., OT, PT) play a critical role in encouraging families to consistently bring their AT tools and use them with different providers. When receiving an AAC tool, some families may not understand right away how these communication tools can be used in various settings. If our colleagues in OT and PT can work with our families and demonstrate how these tools can be used during their sessions, families may understand the necessity to bring the tool everywhere to access communication. As a reciprocal exchange, our OT and PT colleagues are essential in teaching us about fine motor abilities necessary to access direct selection or gesture tools on devices, considerations for size and weight of devices, and types of cases, straps, or mounts that would be beneficial (Wilkinson & Young Na, June, 2015).
Let us not forget the most important team member of all: the client. Recall from earlier posts that each member of the team must be part of the decision making process and share their expertise; no one has more expertise in the client than the client (and given the appropriate tools and training we hope to unlock their ability to express that). It is important to keep in mind that our clients should have decision-making powers over what they want to work on, and this becomes increasingly important as the child continues to age. If the client can select their goal, then we are likely to find better motivation and teamwork.
Keeping everyone on the team motivated an interested in utilizing assistive technology tools requires persistence and dedication. Carole Zangari, CCC-SLP, created several free printable bookmarks and tags that you can share with your team as reminders of the importance of AAC tools and practice (tool 1; tool 2; tool 3). As we discussed above, holding trainings can be an effective way to promote motivation and engagement. What are some of your favorite training activities or motivating tools?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
This post provides a summary of all the resources listed throughout the “Interdisciplinary Teamwork” posts as well as several additional resources for those seeking additional information. I hope you have enjoyed this collection of posts on the topic of interdisciplinary teamwork. Though there are many barriers to establishing standards of interdisciplinary education or implementing interdisciplinary teamwork with all team members, the benefits to our clients and our professional communities far outweigh the challenges. Special thanks to Erin Bricker, speech-language pathologist at Willamette ESD in Salem, OR., for reviewing this collection of posts and for excellent collaborative discussions from the perspective of a school-based speech-language pathologist. Thank you for taking the time to read about this important topic, and I hope that the resources we shared will support your team in improving the quality of interdisciplinary team care you provide.
Resources Page
ASHA’s website on interprofessional education and interporefessional practice
Free ASHA webinar (0.2 CEUs) on interprofessional practice
- Dixon, D., Fagan, E., McNeilly, L., & Nunez, L. (2015). The what, the why, the how of professional collaboration. Retrieved from http://www.asha.org/Practice/The-Why-What-and-How-of-Interprofessional-Collaboration/
The Interprofessional Professionalism Collaborative is in process of establishing a tool to evaluate student learners in their interdisciplinary teamwork
Please refer to Rogers & Nunez (June, 2013) for several additional resources and a glossary of interprofessional terms
For details on evidence in support of interprofessional education and an example of interprofessional education, refer to Ogletree (June, 2015)
Free e-text book on interprofessional education and interprofessional practice via ASHA
- Johnson, A. (August, 2016). Interprofessional education and interprofessional practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings. Retrieved from http://www.asha.org/uploadedFiles/IPE-IPP-Reader-eBook.pdf.
Leadership Education in Neurodevelopment and related Disabilities (LEND) is a national interdisciplinary training program funded through the Maternal Child Health Bureau Title V program. LEND is an excellent resource for those interested in learning more about interdisciplinary clinics. See https://www.aucd.org/directory/directory.cfm?program=LEND for a complete list of programs
Printable posters, bookmarks, and tags that can be shared with your team to support AAC implementation
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #1. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-1/
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #2. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-2/
- Zangari, C. (September, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #3. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-3/
Family Needs Survey – Tool from OHSU OCCYSHN to learn about family needs and if they may benefit from a consult with a social worker
References
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require other forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on
progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on team embers.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require other forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on
progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on team embers.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
“My hospitalists just have no idea what a speech-language pathologist does”
“I feel like that PT is trying to be the expert in my [speech-language pathology] field”
“I just feel so much tension when I am trying to see my kids for push-in services in that teacher’s classroom”
These are all comments I have heard from my early-professional colleagues, and are experiences with which many professionals can relate. Many early-professionals (and possibly those who have been in the field for a while) are unsure how to provide education to those in different disciplines or in resolving workplace conflicts. Interprofessional education at the graduate level is the key to learning techniques of conflict management, interprofessional communication, and teamwork.
In the previous post, we discussed some of the challenges to integrating interprofessional education into graduate coursework and clinical experiences. The purpose of this post is to describe an example of how graduate programs might consider integrating interdisciplinary teamwork within graduate coursework. To do so, we will pull from techniques currently used by graduate programs engaging in interprofessional education, and techniques used by the Leadership Education in Neurodevelopmental and related Disabilities (LEND) program.
LEND is an interdisciplinary training program for graduate students and professionals across the nation funded through the Title V program of the Maternal and Child Health Bureau. This nationwide program is an exemplary model of how interdisciplinary teamwork and training can be achieved. Trainees engage in collaborative teamwork experiences with professions including Occupational Therapy, Physical Therapy, Social Work, Public Health, Neurodevelopmental Pediatrics, Pediatric Dentistry, Counseling Psychology, Family Advocacy, and more. Trainees learn the scope of each discipline and how their field integrates within the larger interdisciplinary team to promote the care of individuals with disabilities and their families. Faculty members and administrators interested in initiating an interprofessional education program are encouraged to contact their local LEND director for mentorship in establishing this program.
Ogletree (2015) describes how an AAC course in speech-language pathology graduate programs may be an easy course to begin integrating interdisciplinary teamwork. Likewise, some strategies to integrate interprofessional education through AAC services will be discussed in this post.
First, it is vital to identify faculty champions across collaborative disciplines. Since the focus of this example is on AAC services, the faculty champions will ideally teach courses in assistive technology (including AAC), have significant experience in interdisciplinary clinics, and be excellent role models of teamwork. A level of close collegiality, history of working together, and friendship may be desired given the challenge ahead.
Once selected, faculty champions should seek administrative buy-in. Many professional organizations have already moved in support of interprofessional education, and the benefits of interdisciplinary care are intuitive and well-established (refer to Ogletree, 2015). Further, students with interdisciplinary practice experience are more desired within the work force, and such a program may potentially increase employment of their students in lucrative job positions. This may become a significant draw as the demand for students with interdisciplinary experience becomes explicitly requested by employers. Given evidence, innovation, and possibility to improve attendance, interprofessional education will hopefully promote itself to administrators.
Buring et al. (2009) suggests to next choose curricular themes, evaluate students and match students based on education level and maturity, determine when and where interprofessional education will take place, how it will fit into curricular schedules, and establish who will facilitate the interdisciplinary curriculum. In an interdisciplinary assistive technology course, objectives may include to provide hands-on experiences with a variety of assistive technology tools (speech-language pathology students may focus on AAC tools and accessories; occupational therapy students may focus on adaptive play, adaptive writing tools, environmental controls, and power mobility; physical therapy students may focus on adaptive mobility tools and power mobility) and learning how to evaluate, treat, and collaborate within an interdisciplinary model. Students across disciplines should be matched for level of clinical experience.
With these supports in place, a foundation will be established that will allow for a creative classroom structure envisioned by the faculty champions involved. Moving forward, creative faculty are necessary to establish a class schedule, decide on methods for evaluating their students, and plan curriculum activities to promote interprofessional education and teamwork (to be discussed in the next post). It is my hope that faculty members will plan their courses while bearing in mind the messages we hear from early professionals, such as those mentioned in the beginning of this post. What other messages or considerations would you recommend for faculty planning an interdisciplinary course?
Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
As an Iowa LEND-trainee, case-study presentations were one of my favorite activities to rehearse interdisciplinary practice. During these presentations, trainees were asked to present on a complex child and family they had seen in clinic, and to share with the group about the child’s history, presentation, and current treatment. Trainees in the audience were asked to collaborate and identify how they may be able to assist in this child’s development or family situation. These talks were filled with insights into other professions and the variety of ways that their profession intervenes in the child’s and family’s life. It also provided trainees the opportunity to educate others about the variety of services they provided and to help frame their profession in a network of healthcare and education professions.
Interprofessional education is essential to students who will be entering the workforce to prepare them for the interdisciplinary teamwork that is so often required in the work-force. In the previous post, we discussed steps to initiating an interprofessional education program at the administrative level. This post will discuss potential class structure and activities to promote interdisciplinary teamwork.
After establishing administrative support and faculty members who will champion this cause, class structure and layout should be determined. It may be possible that two days of coursework (1 hour per day) weekly may be sufficient to acquire discipline specific knowledge and receive instruction on practicing in an interdisciplinary team. One day a week could be discipline specific, where students are explicitly taught methods to facilitate assistive technology skill acquisition and methods of evaluation and treatment. The second day could be a collaborative event where students across all disciplines share the same class, and where students are matched into groups with each discipline represented by one or more students. Ideally, the second day would focus explicitly on working within an interdisciplinary model to achieve the competencies eloquently outlined by Buring et al. (2009) (see Table 1).
To be an effective member of the team, students must become knowledgeable about the variety of assistive technology tools that could meet their patient’s needs. Students should have access to a lab where assistive technology tools are available and trialed under the supervision of a research or teacher assistant. Demonstration of how tools can be integrated across disciplines should be modeled and trialed by each student.
Perhaps the most effective way to support students would be through hands-on learning and case-studies. The use of clinical simulations (e.g., Second Life) may be one method where students can practice interacting and evaluating clients in a supported environment. These mock-patients should be matched to the group’s education level, familiarity with the diagnoses, and familiarity with the equipment needed to support them. Students should use a consistent evaluative framework (e.g., SETT) so that team members share knowledge of how evaluations will be conducted to meet client needs.
It is important that each group have their own to promote independence and for group presentations to the rest of the class. As the course continues, the needs of the client should evolve and warrant reevaluations from the team. On any interdisciplinary AT team, events may occur which change team dynamics. As an example, during the course one discipline might switch to a new group to represent losing and gaining a new team member; students should be encouraged to reflect on how these events influences teamwork and how they can continue to promote teamwork. Opportunities for conflict management must also be presented so that students can learn to work through disagreements within a team to reach a united solution that is honored by the team.
Students must also master the skill of providing education to their team and leading a team meeting. Borrowing from the Oregon LEND program, having students lead a \"chalk-talk” where they educate the team on a topic related to the patient may provide the opportunity to learn teaching strategies for educating members of different disciplines; this topic may not be required to fall within that discipline’s scope (e.g., discussing amblyopia including causes, treatment/management, and influence on AT use). Each student should have the opportunity to lead and engage in a team meeting in which evaluation findings and recommendations are discussed across each discipline.
Students should continue to be evaluated and provided with feedback on how they may enhance their interdisciplinary skills. The Interprofessional Professionalism Collaborative designed a tool that can be used to rate trainees who are engaging in interdisciplinary teamwork. This tool has not yet been formally released, but is expected to be released in the near future.
As you can imagine, to successfully host such an experience would require time and hard-work on the part of dedicated faculty members. Buring et al. (2009) advocates to “start small and go slow.” The process of interprofessional education is a task that must be refined over years, though mimicking real practice is likely to provide the most benefit to students. An excellent example of how to integrate interprofessional education across disciplines was described by Ogletree (2015) in regards to AAC service provision. In addition, dysphagia evaluation and management may also be a great opportunity to integrate interprofessional education. What other topics do you believe could serve as effective teamwork opportunities in both school, hospital, and private practices?
Resources:
Buring, S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
It may take time for universities to comprehensively adopt interprofessional education, but more immediate change may occur by motivated professionals who are already practicing on interdisciplinary teams or who wish to initiate these services within their facility. This post will discuss some of the barriers to initiating interdisciplinary teamwork, and strategies to overcome some of those barriers.
Most clinicians in private and school sectors may identify that limited time for collaboration is the most significant barrier. For hospital and private therapists, Rogers and Nunez (June, 2013) suggested one of the most significant challenges in engaging in interdisciplinary teamwork is the fee-for-service model. Under this system, collaboration and team meetings are not billable services and thus are not in the interest of businesses needing to make a profit. These businesses may attempt to maximize the number of clients that their therapists work with to increase potential profit. It is up to advocates at the national and state level to work with Medicare/Medicaid and private insurers to develop reimbursable billing codes for non-direct patient/client care.
Fortunately, transitioning towards an outcomes-based reimbursement healthcare model is in the near future (though it is unclear how this may change with healthcare reform under a new administration) and it is possible that hospital and private providers may place more emphasis on collaborating with an interdisciplinary team to accelerate progress and reduce misuse/overuse/underuse of services. Unfortunately, this does not help clinicians to meet immediate collaboration needs. It remains imperative to create administrator buy-in to allow clinicians and teachers to consult with one-another. This is especially significant for private providers who have limited visits with clients due to insurance coverage. Perhaps these clinicians could attempt to put in additional time to collaborate with school teams outside of regular hours and track progress on these patients; these data could be compared to rates of improvement from previous clients whose teams were not collaborated with. These data could then be presented to administrators as hard-evidence for why time for collaboration is necessary.
Once achieving availability for meetings, we can then experience a barrier in aligning times to meet across providers and tools to access meetings electronically. While the task of coordinating a meeting with one individual is not always a challenge, establishing a meeting with an entire school team, private therapists, and clinical specialists can be nearly impossible. To help bridge this gap, I would encourage providers to consider the use of free online meeting schedulers (e.g., Survey Monkey, Doodle). These free tools allow all parties to list their potential availability (and lets you see who has not yet responded). Unfortunately, it is often the responsibility of coordinator to remind individuals to respond to these meeting requests and ensure that everyone lists availability. Lack of free HIPAA-approved secure video platforms also creates a barrier for those who cannot coordinate a visit in person. To this writer’s knowledge, all videoconference platforms that are currently used for telehealth have a fee associated with use. Secure video platforms are needed to provide team trainings, hold regular meetings, and ensure a personal interaction among the team.
An additional barrier that prevents teams from collaborating is lack of a quick and secure way to discuss progress, problems, and other needs with the wider team. Often, clinicians are forced to e-mail and/or set-up time to converse on the phone. It would be ideal if there were an online HIPAA-approved social network platform in which providers of all disciplines could create a professional profile. In this social network, private groups could be established in which only a child’s providers (including clinical specialists, therapists, and school staff) could access. In these groups, providers could post clinical updates, assistive technology use, goals, and the shared collaborative long-term objective. Such a network will require significant buy-in from professional associations and providers, as well as an innovative and dedicated company to take on such a task.
Due to a variety of reasons, it might not be possible for every provider to be at all meetings. When this is the case, we must still find a way to share the missing team member’s expertise with the group, and to provide the meeting information to the missing professional. Further, that professional must have the opportunity to be a part of the team decision making process. This will often fall to the responsibility of the meeting coordinator to ensure that all stakeholders have been heard.
Perhaps the most important limitation is the human-factor. For many individuals to make change, there often must be some personal benefit. In the current fee-for-service model, private providers would see no personal benefit for engaging in collaboration, with the possible exception of networking. In fact, many professionals in school or in the private sector may find that taking time to collaborate would prevent them from engaging in other activities. The “human-factor” I refer to is altruism, and I believe it is one of the reasons why most of us chose the careers we are in. We are motivated by our clients and passionate about seeing them improve in their health and skills. Interdisciplinary teamwork requires great selflessness and focus for the well-being of the client we are collaborating with. I am personally hopeful that this would never be a barrier for members of this Community. I further hope that those of us in the Community can motivate others to find their altruism if this is a barrier for a partner you collaborate with.
For those interested in learning more about how to engage in interdisciplinary teamwork, including the barriers and strategies to overcome those barriers, consider the free webinar offered through ASHA for 0.2 CEUs. Additionally, a free e-text book has been published by ASHA on engaging in interprofessional education and collaboration, which can be found through their website.
This post has identified several barriers that limit interdisciplinary teamwork across facilities, but there may be more that we have not discussed. In your experience, what other barriers have you identified that prevent interdisciplinary teamwork?
Resources:
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
In previous posts, we have identified what factors improve interdisciplinary teams and identified several benefits to this approach. If we expand the team as this writer advocates, how do we ensure that we can maintain an effective level of teamwork? Thylefors (2012) demonstrated that larger teams showed lower contribution of each team member. How do we engage all stakeholders given such significant barriers?
Based on the work that we have mentioned in previous posts, our interdisciplinary assistive technology team will be piloting an interdisciplinary teamwork program partnering with local school districts. Through recommendations made by Thylefors (2012), IPEC Core Competencies (2016), competencies outlined by Buring et al. (2009) from several sources, evaluation methods proposed by Freeth et al. (2002) and described by Zraick et al. (2014), we have outlined several steps that may support improved collaboration between private and school-based intervention teams. We welcome any discussion and feedback that readers may have regarding this outlined program:
- a. Have each team member explain their role and expertise
- b. Determine the team mission, attendance rules, continuing education rules, and unify the team under a shared long-term vision
- c. Discuss professional overlap and goal overlap
- d. Delineate team responsibilities including who will manage assistive technology, who will manage major equipment challenges, who will manage daily maintenance, curriculum needs, and who will write funding requests should additional equipment be needed
- a. Request feedback on each professional’s understanding of the team vision and impact on client’s outcome
- b. Seek self-reflections and peer-assessments
- a. Assess and thematically analyze learners’ experiences in the program
- b. Assess changes in themes, attitudes, and perceived value of the program for the client at each stage
- c. Assess interdisciplinary skills and knowledge gains as a result of continuing education, and their use of these skills in each setting
- d. Assess level of participation across team members
- e. Assess for improvements in skill acquisition, access to services, and overall health
- a. Each meeting will be led by a different/rotating team member; this will ensure equal leadership
- b. Have each discipline provide continuing education on a topic relevant to the client; ideally this topic will provide some insight into the discipline’s profession and/or treatment approach
Our team would highly value thoughts and feedback from members of the Community regarding this program. We have discussed obstacles that may prevent such programs from achieving long-term success in previous posts. What are some challenges and/or solutions that you can think of in implementing this program?
Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
One of my favorite benefits of collaborative teamwork is effectively and appropriately addressing skills to help students achieve mastery in each AAC competency. Janice Light (1989) outlined four foundational AAC competencies that lead to independent communication. These competencies include (1) linguistic competence, or the ability to master the linguistic code of the native language and AAC system; (2) social competence, or the user’s ability to utilize their AAC tool in a conversational context; (3) strategic competence, which includes the user’s ability to compensate for the limitations of their AAC tool; and (4) operational competence which includes the user’s ability to develop skills in their access method, and to monitor and manage features of their AAC tool, such as battery life, accessing different apps, or even accessing forms of social media. Through teamwork of school teams and private providers, our clients can have the most practice with appropriate communication partners.
As an outpatient hospital-based speech-language pathologist, I have the opportunity to work with children in a one-on-one setting spending much of our therapy time focusing on developing expressive language skills, setting up opportunities to practice operational skills, and rehearsing strategies to prevent or repair communication breakdown. I have found that my students often gain skills quickly in linguistic, strategic, and operational competence when I work with them, but in our one-on-one setting there are limited social skills that we can practice that will generalize to their most meaningful contexts. Though we might practice engaging in social routines, our clients are unlikely to generalize this skill to peers, teachers, the bus driver, or less familiar family members unless they are provided structured learning opportunities with these conversational partners.
When providing services in isolation in a one-on-one setting, we may fall short of mastery in each of our target competencies. For private providers in speech-language pathology, school-based providers and school staff are absolutely critical in helping our students to master social competency skills in addition to improving other competencies. Helping students learn to interject with an idea, comment on friend’s idea, or engage in social pleasantries occur naturally and frequently within the school day, whereas these opportunities may be minimal or may require imaginary play in a one-on-one setting (e.g., greeting others). Push-in services allow students to master integrating their AAC tool into daily communication with peers, teachers, and paraprofessionals. School-based speech-language pathologists are encouraged to take advantage of this reciprocal relationship to narrow the focus of their services given such large and diverse case-loads in school settings.
Collaboration between private providers and school providers is absolutely critical for children who are using AAC, not only to align goals, but to establish a shared vision. This work is important within the same discipline, as demonstrated above, but we must work hard to include our larger team. For example, when Occupational Therapists hope to have children work on writing skills using apps on an iPad, it is vital that AAC therapists consider this in the evaluative and therapeutic process. When this is the case, it is increasingly important to help the client learn to navigate between apps if they are using their device for more than just communication. As a team we must share a vision which includes our five year plan.
Collaborating with my school-based colleagues has allowed me to form new relationships and improve client outcomes. When engaging in teamwork, I have seen clients acquire new skills more quickly, and generalize their skills to different settings. Use of a device at school allows my clients to engage with peers, and develop new social routines. What are some of your favorite collaborative or interdisciplinary teamwork experiences?
Resources:
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Suzie is a young AAC user with spastic quadriplegic cerebral palsy (GMFCS V) whose parents are divorced. Suzie spends most of her family time with her mother and baby sister, and a weekend each month with her father. Her mother is very busy with a part-time job, and when she is at home, she is frequently caring for the baby sister. Suzie’s aunt serves as a respite-worker six hours a week, usually on the weekend so that her Suzie’s mother can take care of other tasks. Suzie’s mother tries to work with the AAC device, but due to all the demands placed on her Suzie does not have many opportunities each day to practice using her device. Her mother wishes to be an integral part of the AAC process, but is having difficulty completing recommended home-practice activities.
Does this sound familiar to you? It is well known that parents of children with disabilities are at higher risk for separation, and working with a child with a complex social situation is not uncommon. Situations such as Suzie’s demonstrate the need for close collaboration with the interdisciplinary team to maximize the number of communicative opportunities as well as identifying additional supports for Suzie’s mother and family. Providing the training necessary to those who will implement AAC with the greatest frequency and fidelity is a crucial part of interdisciplinary AAC teamwork.
Some essential team members who require support in AT use include teachers, paraprofessionals, family members, and the client. These individuals have the most opportunities to provide models of AT use and to encourage its use in the most important settings. These team members are critical members of the team and must be involved in all phases including evaluation and treatment. It has been shown that staff members not involved in assistive technology assessment often do not to use technology with the student as intended (Todis & Walker, 1993). Further, only 19% out of 405 surveyed teachers believed they had adequate training in assistive technology (Derer et al., 1996).
As we have highlighted in previous posts, uniting the team under a shared vision may result in providers being more likely to support AT implementation, working jointly towards completing shared goals, and improve understanding of team member responsibilities. Copley & Ziviani (2004) suggest that as the primary service providers, school teams possess critical assessment information and must be ultimately responsible for implementing assistive technology tools. As such, it is critical that school staff feel competent and confident in their abilities to carry out these tasks.
Training teachers, paraprofessionals, and other school staff is highly beneficial as these professionals can provide the greatest frequency to practice skill across the school day. As demonstrated in the example at the beginning of this post, providing training to these team members may maximize the opportunities for the client to practice and hopefully prevent device abandonment. Further, the high turn-over rates of instructional assistants and sometimes a new teacher annually means there is frequently need for training new staff and aligning goals. When clinicians are unable to meet in-person with team members, free tools such as Google Hangout, OoVoo, and other web-based video-conference tools provide the opportunity to train team members who must better understand how to use these tools effectively. When considering this option, it might be important to preface conversations with focusing on training and excluding sharing PHI as some of these web-based platforms may not be HIPAA-approved. Recall that this must be a reciprocal learning relationship; therapists often have much to learn from the experiences of school-based staff.
Clinicians shared some of their favorite training activities to engage school staff in a recent discussion on the ASHA SIG 12. One of the common themes expressed was getting hands-on time with the device. This allows each professional the opportunity to interact with the device and learn how it operates in a supported environment (e.g., clinician demonstrating, modeling, mentoring, encouraging). One of the activities listed was titled “tea time” and was an opportunity where the school team would get together and enjoy “tea” (or perhaps another preferred beverage) and only talk using the child’s AAC device. This seemed like an excellent activity in which providers can enjoy an adult activity while practicing approaches such as milieu techniques, expanding, recasting, or target specific goals that the client is working on. Whichever activity selected, it is essential that staff leave feeling empowered, competent in their requested task, and comfortable with interacting with the AT tool.
Engaging caregivers in these trainings is equally important, regardless of the complexity of their social situation. Caregivers who are informed can provide critical insight to the team about their child (e.g., upcoming surgeries, sensory preferences, spontaneous forms of communication, purposeful movements that can become access sites, motivators, etc. [this is a much more diverse list than other members of the team!]), and can practice these skills when they have the opportunity. Further, caregivers are often tasked with sharing information with new service providers, and we must keep caregivers in-the-know so that they can provide accurate information and share the team vision.
Clinicians should also realize that their colleagues in other rehabilitate professions (e.g., OT, PT) play a critical role in encouraging families to consistently bring their AT tools and use them with different providers. When receiving an AAC tool, some families may not understand right away how these communication tools can be used in various settings. If our colleagues in OT and PT can work with our families and demonstrate how these tools can be used during their sessions, families may understand the necessity to bring the tool everywhere to access communication. As a reciprocal exchange, our OT and PT colleagues are essential in teaching us about fine motor abilities necessary to access direct selection or gesture tools on devices, considerations for size and weight of devices, and types of cases, straps, or mounts that would be beneficial (Wilkinson & Young Na, June, 2015).
Let us not forget the most important team member of all: the client. Recall from earlier posts that each member of the team must be part of the decision making process and share their expertise; no one has more expertise in the client than the client (and given the appropriate tools and training we hope to unlock their ability to express that). It is important to keep in mind that our clients should have decision-making powers over what they want to work on, and this becomes increasingly important as the child continues to age. If the client can select their goal, then we are likely to find better motivation and teamwork.
Keeping everyone on the team motivated an interested in utilizing assistive technology tools requires persistence and dedication. Carole Zangari, CCC-SLP, created several free printable bookmarks and tags that you can share with your team as reminders of the importance of AAC tools and practice (tool 1; tool 2; tool 3). As we discussed above, holding trainings can be an effective way to promote motivation and engagement. What are some of your favorite training activities or motivating tools?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
This post provides a summary of all the resources listed throughout the “Interdisciplinary Teamwork” posts as well as several additional resources for those seeking additional information. I hope you have enjoyed this collection of posts on the topic of interdisciplinary teamwork. Though there are many barriers to establishing standards of interdisciplinary education or implementing interdisciplinary teamwork with all team members, the benefits to our clients and our professional communities far outweigh the challenges. Special thanks to Erin Bricker, speech-language pathologist at Willamette ESD in Salem, OR., for reviewing this collection of posts and for excellent collaborative discussions from the perspective of a school-based speech-language pathologist. Thank you for taking the time to read about this important topic, and I hope that the resources we shared will support your team in improving the quality of interdisciplinary team care you provide.
Resources Page
ASHA’s website on interprofessional education and interporefessional practice
Free ASHA webinar (0.2 CEUs) on interprofessional practice
- Dixon, D., Fagan, E., McNeilly, L., & Nunez, L. (2015). The what, the why, the how of professional collaboration. Retrieved from http://www.asha.org/Practice/The-Why-What-and-How-of-Interprofessional-Collaboration/
The Interprofessional Professionalism Collaborative is in process of establishing a tool to evaluate student learners in their interdisciplinary teamwork
Please refer to Rogers & Nunez (June, 2013) for several additional resources and a glossary of interprofessional terms
For details on evidence in support of interprofessional education and an example of interprofessional education, refer to Ogletree (June, 2015)
Free e-text book on interprofessional education and interprofessional practice via ASHA
- Johnson, A. (August, 2016). Interprofessional education and interprofessional practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings. Retrieved from http://www.asha.org/uploadedFiles/IPE-IPP-Reader-eBook.pdf.
Leadership Education in Neurodevelopment and related Disabilities (LEND) is a national interdisciplinary training program funded through the Maternal Child Health Bureau Title V program. LEND is an excellent resource for those interested in learning more about interdisciplinary clinics. See https://www.aucd.org/directory/directory.cfm?program=LEND for a complete list of programs
Printable posters, bookmarks, and tags that can be shared with your team to support AAC implementation
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #1. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-1/
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #2. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-2/
- Zangari, C. (September, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #3. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-3/
Family Needs Survey – Tool from OHSU OCCYSHN to learn about family needs and if they may benefit from a consult with a social worker
References
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
Bilingual language development is a common experience across the globe with an estimated 50% of the world’s children growing up exposed to more than one language (Crystal, 2003). Thus, it seems logical that our discussion of supporting children with complex communication needs includes children who grow up in bilingual and multilingual environments. Evidence from the literature related to bilingual language development in typically developing children points to no substantial negative effects of bilingual language development and possible cognitive advantages (Bialystok et al., 2009).
However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
Posted on behalf of Gal Kaldes.
Gal is a PhD student at Georgia State University and a licensed speech-language pathologist. Her research interests include early AAC intervention and symbol acquisition in young children with moderate to severe cognitive and language delays
As speech-language pathologist who has worked in south Florida public schools, I have had many children from bilanguage families on my caseload. My students were pre-kindergartners with various types of developmental delays, and nearly all of them presented with a moderate to severe language disorder.
Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. They were concerned that exposure to more than one language would hinder their child’s progress. Most speech-language pathologists are aware that this is not the case; yet I have been present when other professionals (e.g., teachers, school psychologists, etc.) have been quick to tell parents to only speak English to their child. Reversing this notion in an educational setting is challenging due to its counter-intuitive nature.
In my experience, I have had to educate parents as well as other members of the IEP team about the misconceptions of bilingualism in children with language and cognitive impairments. According to emerging literature, children with language delays, autism, and cognitive disabilities are able to learn language skills in bilingual as well as monolingual environments (Kay-Raining Bird et al., 2005; Ohashi, 2012; Petersen, Marinova-Todd, and Mirenda, 2012). I also educate parents on the importance of providing good language models rather than switching to English. It is probably more helpful to encourage use of accurate linguistic representations in the primary language over poor models in English.
I grew up in a home where the primary language was not English, so I can personally speak for the cultural benefits of a heritage language. I am able to interact with my extended family members who do not live in the United States. I can participate in activities that are culturally meaningful to our family. According to Yu (2013), heritage languages in minority homes encourage intimacy, attachment, and cultural identity. The transmission of family values through heritage languages may also provide a richer context for the development of social language skills.
From an intervention standpoint, showing deference to cultural and linguistic preferences can potentially increase the use of AAC (Alternative Augmentative Communication) supports to the home environment. Irrelevant vocabulary and culturally-inappropriate picture symbols are a few reasons for lack of implementation of AAC strategies in the home (Soto & Yu, 2013). Addressing these cultural and linguistic barriers can facilitate collaborative goal setting between the clinician and family members involved in the child’s intervention program.
References
Kay-Raining Bird, E. , Cleave , P. L., Trudeau, N., Thordardottir, E. , Sutton, A. , & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187 – 199.
Ohashi, J. K., Mirenda, P., M arinova-Todd, S . , H ambly , C ., Fombonne, E. , Szatmari , P . , &Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890 – 897.
Petersen, J. M., Marinova-Todd , S., &Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499 – 1503. doi: 10.1007/s10803 -011-1366 -y2194770910.1007 /s10803-011-1366-y
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use Augmentative and Alternative Communication. AAC: Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu , B . (2013) . Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10 – 24. doi: 10.1044/1058-0360(2012/10-0078)
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Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
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However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
Posted on behalf of Gal Kaldes.
Gal is a PhD student at Georgia State University and a licensed speech-language pathologist. Her research interests include early AAC intervention and symbol acquisition in young children with moderate to severe cognitive and language delays
As speech-language pathologist who has worked in south Florida public schools, I have had many children from bilanguage families on my caseload. My students were pre-kindergartners with various types of developmental delays, and nearly all of them presented with a moderate to severe language disorder.
Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. They were concerned that exposure to more than one language would hinder their child’s progress. Most speech-language pathologists are aware that this is not the case; yet I have been present when other professionals (e.g., teachers, school psychologists, etc.) have been quick to tell parents to only speak English to their child. Reversing this notion in an educational setting is challenging due to its counter-intuitive nature.
In my experience, I have had to educate parents as well as other members of the IEP team about the misconceptions of bilingualism in children with language and cognitive impairments. According to emerging literature, children with language delays, autism, and cognitive disabilities are able to learn language skills in bilingual as well as monolingual environments (Kay-Raining Bird et al., 2005; Ohashi, 2012; Petersen, Marinova-Todd, and Mirenda, 2012). I also educate parents on the importance of providing good language models rather than switching to English. It is probably more helpful to encourage use of accurate linguistic representations in the primary language over poor models in English.
I grew up in a home where the primary language was not English, so I can personally speak for the cultural benefits of a heritage language. I am able to interact with my extended family members who do not live in the United States. I can participate in activities that are culturally meaningful to our family. According to Yu (2013), heritage languages in minority homes encourage intimacy, attachment, and cultural identity. The transmission of family values through heritage languages may also provide a richer context for the development of social language skills.
From an intervention standpoint, showing deference to cultural and linguistic preferences can potentially increase the use of AAC (Alternative Augmentative Communication) supports to the home environment. Irrelevant vocabulary and culturally-inappropriate picture symbols are a few reasons for lack of implementation of AAC strategies in the home (Soto & Yu, 2013). Addressing these cultural and linguistic barriers can facilitate collaborative goal setting between the clinician and family members involved in the child’s intervention program.
References
Kay-Raining Bird, E. , Cleave , P. L., Trudeau, N., Thordardottir, E. , Sutton, A. , & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187 – 199.
Ohashi, J. K., Mirenda, P., M arinova-Todd, S . , H ambly , C ., Fombonne, E. , Szatmari , P . , &Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890 – 897.
Petersen, J. M., Marinova-Todd , S., &Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499 – 1503. doi: 10.1007/s10803 -011-1366 -y2194770910.1007 /s10803-011-1366-y
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use Augmentative and Alternative Communication. AAC: Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu , B . (2013) . Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10 – 24. doi: 10.1044/1058-0360(2012/10-0078)
","userID":20555,"timestamp":"2017-01-13T02:56:36.067","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5741,"postID":8592,"userID":9043,"timestamp":"2017-01-13T17:33:16.25"},{"starID":5901,"postID":8592,"userID":53872,"timestamp":"2018-02-20T15:29:33.61"},{"starID":6084,"postID":8592,"userID":114174,"timestamp":"2019-12-12T00:32:09.527"}],"PostCollectionItems":[{"collectionItemID":177,"collectionID":104,"postID":8592,"quote":"Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. "}]}],"Posts1":[{"postID":8563,"title":"Factors that Influence the Development of Friendships among Children who use AAC and their Peers","body":"","userID":20555,"timestamp":"2016-12-07T21:43:26.807","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8564,"title":"Factors that Influence the Development of Friendships among Children who use AAC and their Peers","body":"","userID":20555,"timestamp":"2016-12-07T21:45:18.777","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8566,"title":"Factors that Influence the Development of Friendships among Children who use AAC and their Peers","body":"Check out the attached document to see a summary of the literature related to factors that influence the development of friendships among children who use AAC and their peers!
","userID":20555,"timestamp":"2016-12-08T01:42:47.86","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":539,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5721,"postID":8566,"userID":9043,"timestamp":"2016-12-13T17:29:28.467"}],"PostCollectionItems":[{"collectionItemID":160,"collectionID":101,"postID":8566,"quote":"Research review"}]},{"postID":8568,"title":"Intervention Considerations for Promoting Friendships Among Children who Use AAC and their Peers","body":"Certainly, increasing peer interactions among children who use AAC is an important step in improving children’s social competence. Yet, being able to promote meaningful, quality friendships is a broader, long-term issue. The probability of a child adapting to AAC as a means of communication is contingent on how well their surroundings respond to their communication via AAC. Timely and appropriate responses to the child’s communication are some of the factors that influence the child’s likelihood to use AAC. Given that the child who uses AAC spends the majority of her time with her parents and her classmates, how should interventionists decide what vocabulary should be made available on the Speech Generating Device with the consideration of the child’s communication, physical, nourishment, and communication needs without friendships losing its importance? How might current intervention programs promote the development of friendships?
Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
","userID":20555,"timestamp":"2016-12-10T21:08:33.637","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5720,"postID":8568,"userID":9043,"timestamp":"2016-12-13T17:29:27.28"},{"starID":5730,"postID":8568,"userID":2016,"timestamp":"2016-12-23T20:48:09.63"}],"PostCollectionItems":[{"collectionItemID":162,"collectionID":101,"postID":8568,"quote":"Intervention Considerations"}]},{"postID":8589,"title":"How do Bilingual Children with Language and Cognitive Impairments Compare with Monolingual Children? ","body":"Bilingual language development is a common experience across the globe with an estimated 50% of the world’s children growing up exposed to more than one language (Crystal, 2003). Thus, it seems logical that our discussion of supporting children with complex communication needs includes children who grow up in bilingual and multilingual environments. Evidence from the literature related to bilingual language development in typically developing children points to no substantial negative effects of bilingual language development and possible cognitive advantages (Bialystok et al., 2009).
However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
Posted on behalf of Gal Kaldes.
Gal is a PhD student at Georgia State University and a licensed speech-language pathologist. Her research interests include early AAC intervention and symbol acquisition in young children with moderate to severe cognitive and language delays
As speech-language pathologist who has worked in south Florida public schools, I have had many children from bilanguage families on my caseload. My students were pre-kindergartners with various types of developmental delays, and nearly all of them presented with a moderate to severe language disorder.
Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. They were concerned that exposure to more than one language would hinder their child’s progress. Most speech-language pathologists are aware that this is not the case; yet I have been present when other professionals (e.g., teachers, school psychologists, etc.) have been quick to tell parents to only speak English to their child. Reversing this notion in an educational setting is challenging due to its counter-intuitive nature.
In my experience, I have had to educate parents as well as other members of the IEP team about the misconceptions of bilingualism in children with language and cognitive impairments. According to emerging literature, children with language delays, autism, and cognitive disabilities are able to learn language skills in bilingual as well as monolingual environments (Kay-Raining Bird et al., 2005; Ohashi, 2012; Petersen, Marinova-Todd, and Mirenda, 2012). I also educate parents on the importance of providing good language models rather than switching to English. It is probably more helpful to encourage use of accurate linguistic representations in the primary language over poor models in English.
I grew up in a home where the primary language was not English, so I can personally speak for the cultural benefits of a heritage language. I am able to interact with my extended family members who do not live in the United States. I can participate in activities that are culturally meaningful to our family. According to Yu (2013), heritage languages in minority homes encourage intimacy, attachment, and cultural identity. The transmission of family values through heritage languages may also provide a richer context for the development of social language skills.
From an intervention standpoint, showing deference to cultural and linguistic preferences can potentially increase the use of AAC (Alternative Augmentative Communication) supports to the home environment. Irrelevant vocabulary and culturally-inappropriate picture symbols are a few reasons for lack of implementation of AAC strategies in the home (Soto & Yu, 2013). Addressing these cultural and linguistic barriers can facilitate collaborative goal setting between the clinician and family members involved in the child’s intervention program.
References
Kay-Raining Bird, E. , Cleave , P. L., Trudeau, N., Thordardottir, E. , Sutton, A. , & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187 – 199.
Ohashi, J. K., Mirenda, P., M arinova-Todd, S . , H ambly , C ., Fombonne, E. , Szatmari , P . , &Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890 – 897.
Petersen, J. M., Marinova-Todd , S., &Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499 – 1503. doi: 10.1007/s10803 -011-1366 -y2194770910.1007 /s10803-011-1366-y
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use Augmentative and Alternative Communication. AAC: Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu , B . (2013) . Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10 – 24. doi: 10.1044/1058-0360(2012/10-0078)
","userID":20555,"timestamp":"2017-01-13T02:56:36.067","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5741,"postID":8592,"userID":9043,"timestamp":"2017-01-13T17:33:16.25"},{"starID":5901,"postID":8592,"userID":53872,"timestamp":"2018-02-20T15:29:33.61"},{"starID":6084,"postID":8592,"userID":114174,"timestamp":"2019-12-12T00:32:09.527"}],"PostCollectionItems":[{"collectionItemID":177,"collectionID":104,"postID":8592,"quote":"Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. "}]}]}},{"collectionID":103,"name":"Siblings of people with complex communication needs","description":"This collection includes resources and information on the roles of siblings in the lives of people with complex communication needs.","dateCreated":"2016-12-22T21:44:18.447","bio":null,"published":true,"userID":2016,"PostCollectionItems":[{"collectionItemID":167,"collectionID":103,"postID":6753,"quote":"Sandy has highlighted the strength of siblings as communication partners and playmates! ","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
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As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
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One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
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This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
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Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1035,"postID":1380,"userID":2016,"timestamp":"2014-07-15T19:41:34.683","Post":{"postID":1380,"title":"Distinguishing Between Emerging and Mastered","body":"We received a great question through our facebook page (www.facebook.com/CommunicationMatrix) from one of our fans- How do you distinguish between Emerging and Mastered? \r\nHere is how we define it-\r\nMastered: Does this independently most of the time when the opportunity arises; Does this in a number of different contexts, and with different people.\r\nEmerging: Does this inconsistently; Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.\r\nWhat about you? Do you define it differently or with more detail? Do you ever have trouble deciding whether to classify a certain behavior as Emerging vs. Mastered? ","userID":1012,"timestamp":"2014-07-11T11:53:24.867","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2474,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1038,"postID":2583,"userID":2016,"timestamp":"2014-08-07T09:04:32.943","Post":{"postID":2583,"title":"Polite Social Forms","body":"This little girl signs \"hamburger please\" to make a polite request.","userID":9043,"timestamp":"2014-08-05T21:36:35.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"Here's another really nice example of a way that, once you have identified a specific skill for a child to learn, you can infuse that skill into everyday routines and activities. This child is learning to say what she wants politely. And I bet we can all imagine another 15 or 20 times in the day when she might practice this skill. Where would you place her on the matrix grid?","show":true,"views":1932,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1042,"postID":2608,"userID":2016,"timestamp":"2014-08-08T11:46:22.387","Post":{"postID":2608,"title":"VocaliD: Donate your Voice!","body":"I just found this great website that allows you to donate your voice so that people who use speech generating devices can pick their own voice and often get a voice that matches their age, size, and gender. They use the donors voice to create synthetic voices that will match the user. It seems like a really cool project!\r\nYou can find more about it on the VocailiD website: http://vocalid.org/","userID":1012,"timestamp":"2014-08-08T11:13:17.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1132,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32","Post":{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1048,"postID":2924,"userID":2016,"timestamp":"2014-09-29T18:50:41.113","Post":{"postID":2924,"title":"Asks Questions","body":"This little girl is learning how to use her 2-dimensional symbols to ask questions.","userID":9043,"timestamp":"2014-09-29T11:29:40.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1052,"postID":2932,"userID":2016,"timestamp":"2014-10-02T06:22:26.08","Post":{"postID":2932,"title":"Designating the Primary Level of communication","body":"We often get questions from users who are creating a Custom Report and who are not sure which level to designate as the Primary Level at which the client is operating (of the 7 levels of the Matrix). You must make this decision based on your knowledge of the client and his/her typical communication throughout the day. We suggest several ways to interpret the client’s Primary Level. (1) You might choose to identify the Level that the client uses most often to communicate. (2) Or you might choose the Level at which the client is able to express the greatest variety of different messages. (3) Or you might choose the Level at which the client’s communication shows the greatest mastery. \r\n\r\nWe are interested to know what other ideas you may have about how to decide on the Primary Level of communication.","userID":2023,"timestamp":"2014-10-01T10:40:33.067","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1056,"postID":2948,"userID":2016,"timestamp":"2014-10-09T22:04:46.903","Post":{"postID":2948,"title":"#AACFamily!","body":"October is AAC Awareness month. The bloggers at Uncommon Sense have taken upon themselves to lead the charge asking for and sharing pictures of AAC families. Check out week one at this link: http://niederfamily.blogspot.com/2014/10/aacfamily-friday-week-1.html\r\nWhat a great way to raise AAC awareness and get to look at pictures of cute kids and creative young adults!\r\nYou can still send your picture in by emailing the bloggers.","userID":1012,"timestamp":"2014-10-09T11:03:14.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1057,"postID":2949,"userID":2016,"timestamp":"2014-10-10T21:58:57.247","Post":{"postID":2949,"title":"3 students, 3 ways to communicate","body":"Teacher Robin has three students eating snack. Between them they use speech, manual signs and picture symbols to communicate.","userID":9043,"timestamp":"2014-10-10T10:12:10.093","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1058,"postID":2950,"userID":2016,"timestamp":"2014-10-10T21:59:13.173","Post":{"postID":2950,"title":"\"He First Learned to Communicate and Then He Learned to Talk\"","body":"The Speak for Yourself blog has a great article on combating the idea that using AAC will delay or prevent speech.\r\nhttp://www.speakforyourself.org/2014/10/08/aac-first-learned-communicate-learned-talk/","userID":1012,"timestamp":"2014-10-10T10:49:46.01","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a well-written blog. It emphasizes that communication comes first and that AAC supports speech development. ","show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":279,"collectionID":124,"postID":2950,"quote":"We so often confuse \"communication\" and \"language\" and use them interchangeably . They are not interchangeable and the difference is critical."}]}},{"starID":1059,"postID":2951,"userID":2016,"timestamp":"2014-10-10T22:04:30.257","Post":{"postID":2951,"title":"Using tangible symbols receptively","body":"Here you see 2 examples of teachers using a student's tangible symbol system to communicate TO the student (receptive communication). This helps learners understand how their own system is used; it also helps them to comprehend the symbols.","userID":9043,"timestamp":"2014-10-10T11:21:09.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2307,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":304,"collectionID":137,"postID":2951,"quote":"Tangible Symbols can be used receptively, not just expressively"}]}},{"starID":1066,"postID":2962,"userID":2016,"timestamp":"2014-10-15T22:12:11.287","Post":{"postID":2962,"title":"\"That time the Internet saved my son’s life\"","body":"http://www.whatdoyoudodear.com/time-internet-saved-sons-life/\r\nThis blog post beautifully illustrates the need for online communities to support parents who may have a child with a low incidence disorder or condition. It also underlines the importance not only of a welcoming a supportive environment, but also the importance of listening to parents and recognizing that they may have knowledge that a professional does not.","userID":1012,"timestamp":"2014-10-15T12:38:23.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":800,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":268,"collectionID":121,"postID":2962,"quote":""}]}},{"starID":2065,"postID":3972,"userID":2016,"timestamp":"2014-10-30T14:12:54.297","Post":{"postID":3972,"title":"Is the child who speaks rarely and with great encouragement to be left with using speech alone? ","body":"Is a child truly a \"verbal\" communicator if he struggles to say one of only a handful words you have heard him or her say? I am of the opinion to NOT 'force speech' as the only way to communicate when you've heard a word here and there pop out of a child's mouth! These are the cases where the oral/verbal apraxia is still quite profound and pervasive. You see, the harder that a child tries to speak {{under pressure with your highly expectant pause}} the LESS likely the speech will happen. It is precisely for THIS REASON that AAC is needed (symbols: low, mid or high tech). In fact, AAC can help a child bypass this deeply intrusive apraxia (and ANARTHRIA) to *communicate* and possibly create a more calm neurological state; thus, allowing the speech to possibly \"pop\" out with LESS intentional pressure. The very definition of \"APRAXIA\" means that with INTENTION, the motor success and organization plummets... and is the worst!! So folks, for those kids with minimal verbal abilities, DECREASING the pressure may in fact serve to increase communication --especially when using easily accessible AAC......and thereby...... foster that speech you wanted in the first place. The child might also \"repeat\" what he hears on his/her device...and therefore the device may serve as a sort of verbal prompt!","userID":2020,"timestamp":"2014-10-30T10:23:35.917","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Karen takes some time to unpack clinical speech terms in highly practical and child-centered ways.","show":true,"views":156,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2070,"postID":3980,"userID":2016,"timestamp":"2014-11-09T20:25:49.053","Post":{"postID":3980,"title":"Go Baby Go Program Expands to Oregon","body":"Check out this press release about a program expansion of the Go Baby Go Program initiated at the University of Delaware. \r\n\r\nhttp://oregonstate.edu/ua/ncs/archives/2014/nov/%E2%80%98go-baby-go%E2%80%99-mobility-program-children-disabilities-expands-o","userID":1015,"timestamp":"2014-11-06T14:22:46.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2073,"postID":3999,"userID":2016,"timestamp":"2014-11-17T20:38:30.067","Post":{"postID":3999,"title":"Communication Supports Inventory- Children & Youth (CSI-CY) Interview","body":"Check out this great video with Dr. Charity Rowland and Dr. Melanie Fried-Oken as they explain what the CSI-CY is, how it was developed, and why you should use it!\r\nUse the tool here: csi-cy.org","userID":1012,"timestamp":"2014-11-17T11:22:58.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1183,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2074,"postID":4006,"userID":2016,"timestamp":"2014-11-17T20:43:07.507","Post":{"postID":4006,"title":"Grover (from Sesame Street) and AAC","body":"This super cute video features Grover and a family with three children, two of whom are twins with autism. As his sister says, 4 year old Garrett, \"uses a special iPad to have him talk.\" While it focuses on autism, this would be a great video to share with anyone, children and adults, unfamiliar with speech generating devices.","userID":1012,"timestamp":"2014-11-17T14:12:11.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":259,"collectionID":121,"postID":4006,"quote":"Interesting example of a major media source (Mashable) sharing about AAC. "}]}},{"starID":2077,"postID":4020,"userID":2016,"timestamp":"2014-12-01T13:37:51.4","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":2099,"postID":4063,"userID":2016,"timestamp":"2014-12-15T13:23:16.187","Post":{"postID":4063,"title":"Giving Back","body":"As a classroom teacher who was one of the first patients at Mott's Children's Hospital at the University of Michigan to have open heart surgery (in the early '60s) I have always felt an unending gratitude to living past the age of 16! Doctors who performed the procedure were the \"who's who\" of modern cardiac medicine at the time. In an effort to share my insight to their own personal journeys and medical issues, and their vulnerability, we planned a GIVING TRIP to MOTT!! We asked for parent and staff donations of pajamas (to fit infants and toddlers who would be hospitalized right now). The contact person at the hospital (a wonderful nurse) specified this age group because hospital gowns are always too big for these young children! In total we had 27 pair of pajamas. Our class made a special card and voted on the image and message that would go in the card. They used their alternative pencils to write their name on the card! Our volunteer created and illustrated a story about a child who was hospitalized during the holiday season. In the photo, you can see one of our students presenting this unique storybook to the hospital library! :)","userID":3129,"timestamp":"2014-12-15T08:43:34.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"A story worth reading! ","show":true,"views":43,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2100,"postID":4060,"userID":2016,"timestamp":"2014-12-15T13:28:00.517","Post":{"postID":4060,"title":"Great Resources for teaching Literacy for those with Complex Communication Needs! ","body":"http://www.everyonecommunicates.org/resources/literacy.html","userID":2020,"timestamp":"2014-12-14T17:45:16.787","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Great list of Resources! ","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2111,"postID":4118,"userID":2016,"timestamp":"2015-01-03T16:07:47.433","Post":{"postID":4118,"title":"Happy New Year!","body":"Happy New Year to Everyone! I’ll be your host for the next month. My first wish for 2015 for our Community is that, “May Everyone, no matter their condition, have a form to communicate, something of their interest to communicate, and someone to communicate with.” ","userID":2021,"timestamp":"2015-01-02T12:33:46.51","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2112,"postID":4064,"userID":2016,"timestamp":"2015-01-04T10:50:16.19","Post":{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2113,"postID":4095,"userID":2016,"timestamp":"2015-01-04T11:17:00.067","Post":{"postID":4095,"title":"Specific Instructional Suggestions, Level 2 Continues an Action","body":"1.\tEngage in a movement that {name} enjoys (such as rocking back and forth, clapping hands, bouncing up and down). Every once in a while, stop and wait for {him/her} to do something that could serve as a signal that {s/he} wants more. Once you have figured out what natural signals {name} uses, insist that {s/he} use that signal to continue an action that {s/he} enjoys. \r\n\r\n2.\tSimple, repetitive turn-taking games can easily become part of a child’s routine. For example, while washing hands before snack, sing “This is the Way we Wash our Hands”. Take turns singing and moving to “Estrelita”/” Twinkle Twinkle Little Star”, “Cinco Monitos” / “Five Little Monkeys” with young children and “YMCA” and “SHOUT” with adolescents and adults. Pause during these activities to see if {name} in some way makes a movement or sound that might be used as a signal to continue the routine. \r\n","userID":2023,"timestamp":"2014-12-29T13:47:38.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":252,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433","Post":{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2120,"postID":4129,"userID":2016,"timestamp":"2015-01-11T15:38:19.06","Post":{"postID":4129,"title":"Determing level for intervention","body":"Rose Moehring here from the SD Deaf-Blind Project. I am new to this group so hope I am not asking a question that has been asked before. I work with a 3 year old child who has limited mobility and is non-verbal and has a trach. for breathing. The communication matrix was completed for him and he nearly mastered all skills in the unconventional communication area expect for new action or new object, and shows very few skills in the area of conventional communication., but has mastered a few skills in the area of symbolic symbols since he has received a lot of training in the use of switches and pictures. He is able to use a switch to make choices between 2 choices and in a sense rejects the one he does not want. . My question is this-How important is it to address skills he is missing in the unconventional and conventional areas? Does it depend on if we think he has the ability or potential is in this area? Cognitively he seems pretty bright. It seems to me that the switches could limit him as he would be dependent on the switch or switches could open doors for him to communicate when otherwise he might not be able to. Thanks for any suggestions you might have. He does not use any objects to communicate as his hand use skills seem to be limited to hitting a switch. Would it help if increased focus was placed on mobility and hand use skills-one idea I had was use of a little room. The student does have some limitations in hearing and vision but both serve him functionally. \r\n","userID":3122,"timestamp":"2015-01-09T13:28:06.53","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great question from one of the community members. Join the conversation!","show":true,"views":209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2130,"postID":4173,"userID":2016,"timestamp":"2015-01-22T12:28:09.353","Post":{"postID":4173,"title":"General Instructional Goals: Level 1","body":"Intervention Tips from the Communication Matrix Team:\r\nGeneral Goals for Instruction for the Level 1 Learner\r\n\r\nCreate more contexts that are likely to encourage the learner to use all of his/her behaviors so that s/he gets practice in using all parts of his/her body. Some of these behaviors may become ways to communicate.\r\n\r\nCreate a very consistent and reliable environment to encourage intentional behavior that might be used to communicate. Make daily routines, such as mealtimes, bath times, and play times, very predictable. \r\n\r\nTalk to the learner about what’s going on, even if s/he doesn’t hear you or may not understand you. Talking to an individual keeps you engaged and naturally interactive.\r\n\r\nConsider using mechanical devices and toys to help the student learn to demonstrate purposeful motor behavior. \r\n\r\nRespond to any behavior the learner uses that could be shaped into communication. \r\n","userID":2023,"timestamp":"2015-01-22T12:16:05.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2131,"postID":4175,"userID":2016,"timestamp":"2015-01-22T12:28:56.197","Post":{"postID":4175,"title":"General Instructional Goals: Level 2","body":"Intervention Tips from the Communication Matrix Team:\r\nGeneral Instructional Goals for the Level 2 Learner\r\n\r\nEncourage the use of any intentional behavior that may later be used for communicating, such as vocalizations, head turns, arm movements.\r\n\r\nProvide clear and consistent responses to behaviors that the student seems to have control over. \r\n\r\nIdentify activities that are motivating for the student. Beginning communicators are more likely to communicate when they are doing fun stuff.\r\n","userID":2023,"timestamp":"2015-01-22T12:18:52.937","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":220,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2136,"postID":4221,"userID":2016,"timestamp":"2015-01-27T16:28:28.883","Post":{"postID":4221,"title":"Choice Board: Selecting a Text","body":"Hello! Our learners have been utilizing this choice board in communicating which type and genre of text they would like...Enjoy! :)","userID":3157,"timestamp":"2015-01-26T17:18:22.833","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice choice making example","show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2137,"postID":4217,"userID":2016,"timestamp":"2015-01-27T16:30:51.14","Post":{"postID":4217,"title":"Specific Instructional Suggestions: Levels 5-7, Commenting","body":"Intervention Tips from the Communication Matrix Team:\r\nSPECIFIC INSTRUCTIONAL SUGGESTIONS FOR TARGETING MAKING COMMENTS (LEVELS 5-7)\r\nChoose an item or activity or person that the learner finds highly motivating or interesting (such as bubbles, balloons, the park, daily routines like taking a bath, a walk/stroll, reading books, toys, electronics) that provide features that can be commented on. \r\n\r\nEncourage comments by modeling them yourself using the learner’s form of symbolic communication. \r\n\r\nBe sure to respond when the learner makes comments. \r\n\r\nModel concepts like hot, cold, yummy, salty, wet, and blue using the symbols that the learner uses in a play cooking activity, in the kitchen, at mealtimes or at the grocery store.\r\n\r\nModel concepts like blue, red, fast, big, dirty using the symbols that the learner uses when s/he is playing with cars, trucks, tractors, bicycles, etc.\r\n\r\nAt the park, model concepts like fast, slow, up, down, cold, hot using the \r\nsymbols that the learner uses related to the play equipment and the weather.\r\n\r\nRead favorite books or look at picture books and comment on the stories, modeling the use of the learner’s symbols.\t\r\n\r\n","userID":2023,"timestamp":"2015-01-22T13:52:14.7","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2146,"postID":4264,"userID":2016,"timestamp":"2015-02-06T15:41:51.613","Post":{"postID":4264,"title":"Sharing Results of the Communication Matrix","body":"Did you know that you can share the results of the Communication Matrix? It is a great way to share between parent and professional, which we think is a great way to foster knowledge and trust between the two stakeholders.\r\nHere is how to share results:\r\nUse the \"Email Results\" option to the right of the Personal ID to email a link to the Profile and Communication Skills List to someone else with whom you have permission to share information. The recipient will receive an email from commmatrix@communicationmatrix.org with links to the results and to information about the Communication Matrix. ","userID":2023,"timestamp":"2015-02-05T11:50:59.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1615,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2147,"postID":4273,"userID":2016,"timestamp":"2015-02-06T15:44:53.473","Post":{"postID":4273,"title":"Scoring matrix for auditory scanners","body":"Hi all - I have several students who use partner-assisted auditory scanning as one mode of expressive communication. Would you score this on the Communication Matrix as uses \"abstract symbols,\" and as \"language\" use if the student is combining 2 or more selections from their auditory scanning system? Or would you score it differently? Thanks for your help!","userID":3196,"timestamp":"2015-02-06T08:30:01.097","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":88,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07","Post":{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]}},{"starID":2155,"postID":4288,"userID":2016,"timestamp":"2015-02-10T11:18:12.17","Post":{"postID":4288,"title":"Kathy From Wing Lake ","body":"Hello All,\r\n I am shamefully late in posting on this website. I work at Wing Lake as a teacher for students with severe cognitive disabilities. We use the Matrix for every student and it is wonderful to watch their progress year after year. See you all soon. Kathy ","userID":3223,"timestamp":"2015-02-10T11:17:16.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3186,"postID":5440,"userID":2016,"timestamp":"2015-04-16T08:41:25.077","Post":{"postID":5440,"title":"Fact Sheets from CDBS on Communication for Individuals with Sensory Impairments","body":"The California Deaf-Blind Services web site has lots of great fact sheets about communication with individuals who experience sensory impairments. The fact sheets are in a several languages. \r\n\r\nin English: http://www.cadbs.org/fact-sheets/\r\n\r\nin Spanish: http://www.cadbs.org/es/hoja-de-datos/\r\n\r\nin Chinese: http://www.cadbs.org/es/chinese/\r\n\r\nin Lao: http://www.cadbs.org/es/lao/\r\n\r\nand in Vietnamese: http://www.cadbs.org/es/vietnamese/","userID":2023,"timestamp":"2015-04-14T14:20:06.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":278,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3187,"postID":5433,"userID":2016,"timestamp":"2015-04-16T08:41:49.25","Post":{"postID":5433,"title":"Jarvis Goes to the Drum Store and Uses Tactile Means of Communication","body":"This is a wonderful videotape made available by the National Center on Deaf-Blindness. It follows a young man named Jarvis as he goes to the drum store and returns to talk about his experiences, using a variety of tactile means of receptive and expressive communication.","userID":2023,"timestamp":"2015-04-09T09:59:49.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":226,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3188,"postID":5424,"userID":2016,"timestamp":"2015-04-16T08:43:19.66","Post":{"postID":5424,"title":"Conducting a Preference Probe","body":"Dr. Charity Rowland describes how to conduct a preference probe -- for the individual whose preferences are unclear. We have a much better chance of teaching new communicative behavior if we can harness an individual's preferences in instructional programs. ","userID":2023,"timestamp":"2015-03-30T13:26:46.377","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3192,"postID":5443,"userID":2016,"timestamp":"2015-04-19T14:31:01.83","Post":{"postID":5443,"title":"#ICanDoMoreThanRequest","body":"This is a great new campaign to emphasize the need and want of individuals who have complex communication needs to express other intents than requesting. This part of a much bigger movement to assume competency of individual who use alternative means of communication. You can share the story of your child on twitter or other social media. Learn more about the campaign here: \r\n\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com.au/2015/04/icandomorethanrequest.html?utm_content=buffer1e892&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\r\n\r\n\"Because someone had the audacity to believe in me, I learned how to REALLY communicate! Now I can do so much more than request!\"","userID":1012,"timestamp":"2015-04-17T08:58:56.277","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Kate Ahem is an Assistive Technology Specialist who has a wealth of helpful insights to share about AAC! Check out this page from her web site about the fact that communicating involves a lot more than requesting!","show":true,"views":430,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3193,"postID":5445,"userID":2016,"timestamp":"2015-04-19T15:58:29.847","Post":{"postID":5445,"title":"The Communication Matrix Youtube Playlist","body":"The Communication Matrix created this playlist to introduce people to the Communication Matrix and learn more about it's use. You can find the playlist here: https://www.youtube.com/playlist?list=PL9ryftMupp3fySXxYpynjj0VL1soaqgI8\r\n\r\nThis is a great thing to send to a new colleague or even a parent who may not be familiar with the Matrix. Often it is easier for people to get information from videos than through text on the website. It is a great introduction to this great tool! Even if you are a seasoned veteran, you may find something you don't know.","userID":1012,"timestamp":"2015-04-17T09:07:45.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1173,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3194,"postID":5428,"userID":2016,"timestamp":"2015-04-19T21:45:45.96","Post":{"postID":5428,"title":"Early communication","body":"I am a speech pathologist. What do I do when a child does not accept a picture to play with a toy? What is a prerequisite level that I can try to receive some communication from the child? Usually, my children will select a picture for a toy to play with, but I have a client that is not at that level yet. I am open to all suggestions. Thank you in advance.","userID":4331,"timestamp":"2015-04-07T05:10:36.833","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Great question with some great answers! I'm sure many of us have faced this situation.","show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3196,"postID":5480,"userID":2016,"timestamp":"2015-04-28T10:53:03.84","Post":{"postID":5480,"title":"Evaluating IEPs","body":"The Design to Learn IEP Development Guide is a new tool to help you evaluate the quality of IEPs, especially with regard to communication goals. An IEP that is legally compliant is not necessarily of educational benefit to a specific student. This guide calls attention to the more functional aspects of educational goals and IEPs that go beyond legal compliance. This tool is free and is attached as a PDF.","userID":2023,"timestamp":"2015-04-27T14:19:37.673","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1488,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3203,"postID":5512,"userID":2016,"timestamp":"2015-05-07T10:21:58.48","Post":{"postID":5512,"title":"A HUMONGOUS THANK YOU","body":"Yesterday, I had the great pleasure of meeting Dr. Charity Rowland, Alex Cook, Gayl Bowser, Amy Parker and Kelly Fonner at the Wing Lake Developmental Center in the Bloomfield Hills School District in Michigan. It was such an honor to sit and talk with each of them regarding the Communication Matrix, discussing students, collaborating and having fun. They are such a lovely group of women and it was such an honor to spend the day with them. Thanks you so much for including my school in this wonderful learning practice. Looking forward to seeing and talking with you all in the future. Thanks again Laura Cusumano!","userID":3135,"timestamp":"2015-05-07T07:01:50.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3204,"postID":5486,"userID":2016,"timestamp":"2015-05-07T10:23:12.227","Post":{"postID":5486,"title":"Cole","body":"Hi Everyone, I apologize that this video is coming out a bit late after we shared our story about our little Cole but I had some tech difficulties . This is just a glimpse of Cole using his \"yes\" and \"no\" followed by a head shake or nod to confirm his response. Cole is an auditory learner and listens very well. He has CVI and some mobility in his arms and hands it is difficulty. We offer high contrast symbols/3-D objects when teaching a lesson but using his verbal skills is what he quickly desires to do. He can verbally say \"yes\" and \"no\" followed with head movements to confirm his response or answer. With this said, his responses are not always reliable. We are open for any suggestions for this adorable little guy. We will try to continue to post little segments as we move forward with this project. ","userID":3156,"timestamp":"2015-05-01T06:42:13.777","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3205,"postID":5438,"userID":2016,"timestamp":"2015-05-08T14:13:13.567","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":3209,"postID":5520,"userID":2016,"timestamp":"2015-05-12T10:32:34.367","Post":{"postID":5520,"title":"Learning about Rare Disorders: Rett Syndrome","body":"I stumbled upon this great resource about navigating the assessment and IEP process for families of children with Rett Syndrome. ","userID":1015,"timestamp":"2015-05-10T15:04:44.98","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"The IEP process can always be challenging. This resource will be especially helpful for parents and professionals working with children with Rett Syndrome. ","show":true,"views":164,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3210,"postID":5529,"userID":2016,"timestamp":"2015-05-14T16:52:19.673","Post":{"postID":5529,"title":"Shared reading plan for Rap A Tap Tap","body":"Attached is a plan of action our classroom developed in implementing a shared reading experience in a middle school classroom of students with complex communication needs. I had the wonderful experience of meeting Amy Parker recently at Wing Lake and we talked about a couple of lessons that may be fun for students comparable to ours. The most exciting thing about this lesson was the amount of participation and enthusiasm our kids demonstrated. They certainly were more than anxious to participate. In fact, they were \"rap a tap tapping\" in their own seats! So please share and enjoy; that is my sole hope for contributing this: Passing the passion to others!","userID":3129,"timestamp":"2015-05-14T05:53:01.38","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"See Alice's fantastic post using the story Rap a Tap Tap\nhttp://www.amazon.com/Rap-Tap-Bojangles-Coretta-Illustrator/dp/0590478834","show":true,"views":528,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3219,"postID":5535,"userID":2016,"timestamp":"2015-05-21T20:48:11.507","Post":{"postID":5535,"title":"Offering and Sharing ","body":"One of my favorite communication intents to teach is offering and sharing. I think it is a fundamental skill because in order to make friends, children and adolescents must be able to share. \r\n\r\nFirst, I start by collecting a series of common items (e.g. Funny Hats, Large Sun Glasses, Feather Boas, Clown Bow Ties, Decorative Head Bands, Comb and Mirror. \r\n\r\nParty City is a great place to find materials. \r\n\r\nHat: http://www.amazon.com/Jacobson-Hat-Company-Shark-Medium/dp/B002DHDN9S/ref=sr_1_3?ie=UTF8&qid=1431968537&sr=8-3&keywords=silly+hat\r\n\r\nGlasses: \r\nhttp://www.amazon.com/Yellow-Glasses-Pudgy-Pedros-Supplies/dp/B00G3CSW9A/ref=sr_1_1?ie=UTF8&qid=1431968588&sr=8-1&keywords=funny+sunglasses\r\n\r\nI place an item one at a time on the table. Pause to see if the individual will do something with the item. If the individual doesn't respond after 10 seconds (or if their physical impairments limit how well they can manipulate objects), I help the student put on or use the item. Once they have taken a turn, I lean in close and ask , \" Can I have a turn?\" up to 3X. If they don't share the item, or communicate in some way that I can have a turn after 3X asking, I take the item and say, I want a turn. \r\n\r\nNow this will not work for all students, and the students must be somewhat interested in objects for this to work as an activity. However, i have found that it to be fun both for the student and the teacher, therapist or parent. \r\n\r\nThis is also a relatively easy activity/ routine to encourage at home. ","userID":1015,"timestamp":"2015-05-18T10:09:40.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627","Post":{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3228,"postID":5423,"userID":2016,"timestamp":"2015-06-03T12:32:49.72","Post":{"postID":5423,"title":"Scoring the Communication Matrix","body":"Dr. Charity Rowland explains four ways to score the Communication Matrix.","userID":2023,"timestamp":"2015-03-30T13:11:07.46","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":8751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3234,"postID":5560,"userID":2016,"timestamp":"2015-06-07T09:31:51.603","Post":{"postID":5560,"title":"Shared Reading - by the wonderful Jane Farrall","body":"Here is a link to an excellent explanation on how to share a story with children who are AAC learners- even those who are at the earliest Matrix levels! A simple big mac that says a core word, \"more\" can prompt the reader to re-read the page, point to \"more\" items on a page, and... interact in 'response' to the learner. It's all about engagement! :) \r\n\r\nHere's the link: \r\n\r\nhttp://www.janefarrall.com/shared-reading-focus-on-interaction/\r\n\r\n","userID":2020,"timestamp":"2015-06-06T18:33:50.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":606,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4231,"postID":6566,"userID":2016,"timestamp":"2015-06-19T10:48:44.867","Post":{"postID":6566,"title":"Developing a Reliable Yes/No ","body":"We have been working to try and develop a more reliable yes/no for a student with a visual impairment in my classroom. When asked a yes/no question, the student tends to respond by repeating the last word that was said by the student's communication partner. We have tried verbally saying yes or no, using a two talker with smooth for yes and rough for no and having the student sign yes or no. These methods have not proved to be reliable. Any suggestions that we can try in the classroom? ","userID":3134,"timestamp":"2015-06-19T05:18:24.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5179,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4240,"postID":6618,"userID":2016,"timestamp":"2015-07-16T10:04:07.537","Post":{"postID":6618,"title":"shared reading for Jazz Man","body":"Another shared reading. Enjoy the activity plan and hope Amy can use this one too! ","userID":3129,"timestamp":"2015-07-16T05:53:58.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":363,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4241,"postID":6617,"userID":2016,"timestamp":"2015-07-16T10:05:59.847","Post":{"postID":6617,"title":"Shared reading for Cat in Hat","body":"Following is a shared reading lesson that we have done a couple of times [the first with our speech pathologist]. When Amy Parker and the Matrix team were at Wing Lake, I had asked if she would like to see a few shared reading experiences posted and she was interested. I am just sorry that I have not done all of them together but time always runs too, too fast! Hope you enjoy! We loved it because we could incorporate the early math component. There also pictures attached to help with the explanation.","userID":3129,"timestamp":"2015-07-16T05:47:12.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2058,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":477,"collectionID":169,"postID":6617,"quote":"Here is a shared reading activity for a very common book many people may have in their house already."}]}},{"starID":4242,"postID":6595,"userID":2016,"timestamp":"2015-07-16T10:08:50.637","Post":{"postID":6595,"title":"The Communication Matrix in Taiwan!","body":"I had the good fortune to be invited to Taiwan last month to deliver a series of lectures related to AAC at three universities around that beautiful country. In Taichung I was hosted by Dr. Tsai, President of the Taiwan Society for Augmentative and Alternative Communication ( www.facebook.com/tw.a.ac ), and Iris Lee of the Maria Social Welfare Foundation ( www.maria.org.tw/ ). In Chaiyi I was hosted by Dr. Wu of the National Chiayi University. In Hualien I was hosted by Dr. Yang of the National Dong Hwa University. Since the Communication Matrix is available in Traditional Chinese (translated by one of Dr. Yang’s students!), it was easy to demonstrate its uses to the audiences I encountered around the country. \r\n\r\nThe people of Taiwan are extremely gracious and very much invested in AAC and in meeting the challenges experienced by individuals with multiple disabilities who have complex communication needs. I encouraged everyone to join this Community and to write posts in Chinese languages so that they can create their own community of support within the broader one. I attach photos of an inclusive elementary school in Hualien, a temple in the Taichung area, and my favorite of the many public sculptures in Taiwan. \r\n","userID":9043,"timestamp":"2015-07-06T14:58:56.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4245,"postID":6627,"userID":2016,"timestamp":"2015-07-27T11:20:39.93","Post":{"postID":6627,"title":"CHARGE Syndrome Conference","body":"I have a family going to the CHARGE Syndrome Conference in Chicago this year. Their child is doing fairly well with acquiring verbal communication however speech development is challenging. Is this what others have found?","userID":3179,"timestamp":"2015-07-26T19:51:35.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":412,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497","Post":{"postID":6636,"title":"German Young Adults with CHARGE Syndrome Say \"So What?\"","body":"Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4247,"postID":6635,"userID":2016,"timestamp":"2015-08-04T10:46:25.493","Post":{"postID":6635,"title":"iPad for communication with CAS","body":"I am currently in the middle of Extended School Year (EYS) service as well as EI services this summer. My EYS child appears to be in the CAS category but may also have ASD. Her family has embraced the iPad with Proloquo2Go as a mode of communication for her. It is allowing her more opportunity for a variety of communicative intents. However, she is also tending to appear to perseverate on certain favored items, such as cars. It is difficult to know if she is using commenting or truly just getting stuck on a favored topic. Last week it was \"car livingroom\". Mom and I were unsure what she was indicating. With playful obstruction or topic change on my part, she may participate in another topic but then returns to her cars.
I am excited that she is also beginning to imitate some consonants and CV productions at times. Her favorite is /ka/, for \"car\"! However, she is varying her consonants now based on other topics, producing more bilabials and limited fricatives. She is also allowing more oral motor input via use of the Beckman Oral Motor Protocol gum massage. This seems to be providing input to reduce her defensiveness and it helps a little with her excessive drooling. My hope is to add more oral motor input via the Beckman interventions. Parents are great with their follow through. It is so good to have a family on board with the interventions suggested.
This is a brief \"spotlight\" on my first Communication Matrix child. I am eager to have her parents complete another matrix for her upcoming annual IFSP review.
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4252,"postID":6656,"userID":2016,"timestamp":"2015-08-23T14:35:14.87","Post":{"postID":6656,"title":"Free Back to School Assistive Technology and AAC Prep Workshop","body":"Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
I currently work with adult students who are severely cognitively\r\nimpaired. One student I have been working with makes me think a lot. He is 24\r\nyears old and is also visually impaired. He will make comments throughout the school\r\nday but once I started tracking them they are always the same set of phases at\r\nthe same times. He also repeats the last thing you say to him. My question is\r\nhas anyone dealt with a similar situation and what tools have you done to work\r\nwith an individual like this. Tangible symbols are hard with him because of his\r\narm movement and hand functioning.
Thank you all,
Jessica
","userID":3153,"timestamp":"2015-09-01T08:29:08.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4257,"postID":6691,"userID":2016,"timestamp":"2015-09-01T13:36:49.977","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4265,"postID":6671,"userID":2016,"timestamp":"2015-09-05T09:16:40.857","Post":{"postID":6671,"title":"curious","body":"i am an instructional assistant in a center based program and am interested in reading posts and watching videos pertaining to the use of communicative tools within the learning environment.
","userID":6446,"timestamp":"2015-09-01T10:52:43.467","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4266,"postID":6663,"userID":2016,"timestamp":"2015-09-09T12:32:26.32","Post":{"postID":6663,"title":"The Role of Interveners in Educational Settings","body":"The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4303,"postID":6786,"userID":2016,"timestamp":"2015-10-12T13:54:20.567","Post":{"postID":6786,"title":"Giving My Son Opportunities to Share: Experience Books How to","body":"In response to an earlier post asking about Literacy activities to support communication:
I immediately thought about experience books. Experience books are an amazing tool that can be used for many different learning objectives. This link below shows an experience book I made for my son who is deafblind. It's a book about his gymnastics class. We have also made experience books together about going to the farm, going on a walk in our neighborhood, going to a favorite restaurant, etc..
http://www.pathstoliteracy.org/blog/how-create-exp...
I was wondering if anyone had a literacy activity that they\r\nwould recommend doing with students? I\r\nhave recently just started learning about teaching literacy to students’ who\r\nhave limited communication skills and was wondering if there was something that\r\nseems to work really well?
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nHello! My name is Heather and I am currently in my last year at Wayne State University. I am obtaining my degree in Special Education, Cognitive Impairment, and I am very excited to start on a career in the special education field. I have also been a caregiver for an adult with special needs for the last 7 years.
I am excited to learn more about communicating with children and adults with speech development problems through this community. I also hope to gain more knowledge and resources through this community.
Thank you for your time,
Heather =)
","userID":6491,"timestamp":"2015-10-11T08:59:49.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4306,"postID":6769,"userID":2016,"timestamp":"2015-10-12T21:41:57.663","Post":{"postID":6769,"title":"Including and empowering parents: A \"Mom\" story","body":"A couple years back I helped create a module for NCDB's Open Hands, Open Access Deaf-Blind Intervener Learning Modules. Here is a link to a video, from that experience, that tells my story of the relationship with my son's educational team. I am blessed with an amazing team that goes above and beyond for my son and they include me and value my input and opinions. Collaborating and including families is so important and powerful!
","userID":6428,"timestamp":"2015-10-09T05:55:23.5","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"A video of October's moderator herself!","show":true,"views":833,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":25,"collectionID":23,"postID":6769,"quote":"What could be more important than including and empowering parents?\" Watch this video to see what one mom has to say about it."}]}},{"starID":4307,"postID":6726,"userID":2016,"timestamp":"2015-10-12T21:43:20.713","Post":{"postID":6726,"title":"Hello!","body":"Hello everyone,
My name is Katherine Tierney and I am a student at Wayne\r\nState University. I am excited and cannot wait to learn about the different\r\nways a student can communicate by using assistive technology and/or sign\r\nlanguage. I also cannot wait to learn about the different skills that will help\r\nstudents learn how to speak.
","userID":6484,"timestamp":"2015-09-26T11:56:05.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4308,"postID":6780,"userID":2016,"timestamp":"2015-10-13T10:26:30.157","Post":{"postID":6780,"title":"What I'm Looking Forward To Learning","body":"Hi! My name is Kayla Wood and I am currently a student at\r\nWayne State University studying Special Education. I am currently in a language\r\nacquisition and educational interventions class and have been learning about alternative\r\ncommunication systems and how to modify teaching in a successful and meaningful\r\nway. I am looking forward to learning\r\nmore about the different communication devices and how they help students communicate.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nHi¡
My name is Clara, and I am a Speech&Language\r\nTherapist.
I work in Ceapat. Ceapat is the State Reference Centre for\r\nPersonal Autonomy and Technical Aid in Spain.
Our goal is to support\r\npeople with disabilities and older people to exercise their rights through\r\ninitiatives that improve: the accessibility, the technology and the products,\r\n(including tech for AAC) and the design for all.
I would like to congratulate the group of\r\nprofessionals who carry out this community\r\nand for this wonderful initiative.
Thank you for your excellent work¡¡
Clara
","userID":3268,"timestamp":"2015-10-14T03:15:00.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04","Post":{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4328,"postID":6817,"userID":2016,"timestamp":"2015-10-19T20:29:26.207","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
Hi again! While I could not attach the document to my earlier response, here you~~a Shared Reading strategy called \"CAR\", gleaned from Dr. Karen Erickson and Dr. David Koppenhaver's work and research. Enjoy!
","userID":3157,"timestamp":"2015-10-11T08:01:52.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4333,"postID":6822,"userID":2016,"timestamp":"2015-10-28T10:21:18.143","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4335,"postID":6802,"userID":2016,"timestamp":"2015-10-30T09:41:08.457","Post":{"postID":6802,"title":"Parent Invovlement ","body":"Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4336,"postID":6816,"userID":2016,"timestamp":"2015-10-30T09:42:49.217","Post":{"postID":6816,"title":"Additional Thought","body":"As I was reading through many of your posts, I came across different web resources that you all use in the classroom. Would you mind sharing some of your favorites that I can take a look at?
","userID":6501,"timestamp":"2015-10-19T12:46:56.243","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4349,"postID":6840,"userID":2016,"timestamp":"2015-11-04T17:33:00.567","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4354,"postID":6847,"userID":2016,"timestamp":"2015-11-06T21:23:08.533","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4355,"postID":6833,"userID":2016,"timestamp":"2015-11-06T21:28:53.9","Post":{"postID":6833,"title":"Hello","body":"This is my first time on this site - I am super excited to see what I can find to help me with my job! Can't wait to explore and learn from others!!!
","userID":6536,"timestamp":"2015-10-30T13:33:17.303","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4356,"postID":6829,"userID":2016,"timestamp":"2015-11-06T21:29:35.683","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4358,"postID":6856,"userID":2016,"timestamp":"2015-11-10T16:43:38.457","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4359,"postID":6844,"userID":2016,"timestamp":"2015-11-10T16:43:54.897","Post":{"postID":6844,"title":"Greetings","body":"Hello. I am glad to be a part of this community and am looking forward to working with you all.
","userID":6545,"timestamp":"2015-11-02T15:13:49.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897","Post":{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4368,"postID":6863,"userID":2016,"timestamp":"2015-11-14T13:12:45.51","Post":{"postID":6863,"title":"How do you come up with a \"Total score\" on the matrix?","body":"I went through the training a couple of weeks ago and I am loving using the Matrix with my population, but I need a \"score\" to put on IEP's. I remember hearing something about being able to use a total score some way. How do you all present the information in a score kind of way???? TIA!!!!
","userID":6536,"timestamp":"2015-11-13T12:48:31.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":238,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4369,"postID":6860,"userID":2016,"timestamp":"2015-11-15T20:31:16.217","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4372,"postID":6874,"userID":2016,"timestamp":"2015-11-20T20:52:46.14","Post":{"postID":6874,"title":"Example Goals","body":"I am having some difficulty determining how to write goals based off of the results from the matrix. So I was wanting to ask if anyone has some good examples that they would be willing to share? I appreciate any input!!!
","userID":6528,"timestamp":"2015-11-19T14:12:43.38","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":248,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4373,"postID":6871,"userID":2016,"timestamp":"2015-11-20T20:53:16.19","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477","Post":{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883","Post":{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4380,"postID":6879,"userID":2016,"timestamp":"2015-11-24T15:07:18.04","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4382,"postID":6888,"userID":2016,"timestamp":"2015-12-01T07:54:01.63","Post":{"postID":6888,"title":"Knowlegde is Power","body":"We have come to the end of November and the end of my time\r\nas moderate. I want to thank you for\r\ntaking time to read my posts and to impart the wisdom drawn from your own experiences\r\nor stories. Before I sign off, though, I\r\nwant to share one more story with you.
My son Thomas was recently signed as an honorary member of\r\nthe Men’s Soccer Team at Saint Francis University in Loretto, PA through a\r\nwonderful national program called Team Impact. \r\n Thomas is forming relationships\r\nwith the young men on the team, particularly one player named Nick who has taken\r\nThomas under his wing, becoming his new best friend. Nick\r\nis also studying Elementary and Special Education and, as he is approaching the\r\nend of the semester, he had to give a presentation on a special need that may\r\nbe found in a classroom. He chose to present\r\non deaf blindness, sharing his experience of meeting Thomas and their forming\r\nof a special relationship. Thomas joined him for the presentation…and loved\r\nit!
It really struck me while watching Nick’s interactions with\r\nThomas during his address just how important it is for our up and coming\r\neducators to meet the real life Thomas’s. \r\nIt is crucial for them to know that these children are not just\r\ndiagnoses, but human beings who need their help and patience and courage. The other students who were present for Nick’s\r\npresentation were able to put a face—and a very, very cute one, if I say so\r\nmyself—to a name and his diagnosis. I am\r\nhopeful that they came to understand, even a little, that regardless of how\r\nintimidating he looks on a piece (or many pieces) of paper, he is a loving\r\nlittle boy with a new best pal and his rubber ducky.
I wish you all the best of luck on your own journeys and\r\nthank you for your hard work with our most precious of friends.
","userID":6542,"timestamp":"2015-11-30T17:51:13.34","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":182,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4383,"postID":6887,"userID":2016,"timestamp":"2015-12-01T07:57:04.537","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677","Post":{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4386,"postID":6895,"userID":2016,"timestamp":"2015-12-02T15:10:54.267","Post":{"postID":6895,"title":"Any Communication is still Communication","body":"I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4401,"postID":6904,"userID":2016,"timestamp":"2015-12-08T21:36:37.207","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4402,"postID":6913,"userID":2016,"timestamp":"2015-12-08T21:41:55.023","Post":{"postID":6913,"title":"Father and Son Enjoy a Finger-Tapping Conversation","body":"Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5413,"postID":7936,"userID":2016,"timestamp":"2016-01-04T23:51:23.903","Post":{"postID":7936,"title":"Video: Talking and Eating (with Orion)","body":"For the last day of this memorable month of December guest moderating in the Communication Matrix Community, I want to share a gem of a moment with Orion I was able to get on video where I \"tempted\" and invited Orion to read sign language tactually.
First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
I knew my son was Deaf at 5 days of age. I also knew he had blind spots in his eyes called colobomas, but he clearly saw something. Not yet knowing about deafblindness and the impact of the combined loss, our focus was on his hearing loss. How were we going to communicate with our son? How were we going to know what he wanted, what he felt, what he thought? How was he going to know us? I couldn't imagine how to do that without language. Feeling it would be easier for us to learn American Sign Language than for Dylan to learn spoken English, we jumped into ASL classes when he was only 3 months old. Desperate to make up for the time he didn't hear our voices in utero, I couldn't wait to share this visual language with Dylan. As time
Now Dylan is 19 and is still what the professionals call an emergent communicator. A person who communicates without formal language. In spite of this, we have a rich, full, meaningful relationship that I would not have thought possible without language all those years ago.
Why? How do we communicate without words? How do we talk about the past, the present, and the future? How does Dylan learn new concepts? How does he express his preference?
As I moderate over the next month, I'll share more of what's worked for Dylan and would love to learn what's worked for you in sharing communication with someone who is an early communicator.
Kim
In lieu of a picture, imagine this, Dylan is sitting next to me in his fancy clothes, a smile on his face, and his hand resting on mine, the wedding guests in the distance, as we co-sign a toast we have co-drawn for his brother and his bride. That is the joy of communicating.
","userID":8708,"timestamp":"2016-01-04T22:03:09.12","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"First post from January's Guest Host!","show":true,"views":469,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5422,"postID":7946,"userID":2016,"timestamp":"2016-01-09T10:18:45.9","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5427,"postID":7948,"userID":2016,"timestamp":"2016-01-14T20:52:27.637","Post":{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5436,"postID":7908,"userID":2016,"timestamp":"2016-01-26T20:47:49.06","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5438,"postID":7994,"userID":2016,"timestamp":"2016-02-01T13:06:15.5","Post":{"postID":7994,"title":"Co-drawing as a form of communication","body":"In my last post, I shared my experience of talking with Dylan through tactual sign using a hand-under-hand technique. Often when we think of hand-under-hand, we think of using it to teach someone how to do a task, use scissors, zip their coat, or write their name. It is an alternative to hand-over-hand, where the helper’s hand is on top, making the student’s hand perform tasks, they aren’t yet doing on their own. Hand-under-hand in contrast involves an invitation for the student to rest their hands on yours, so they can “see” through your hands; “see” what you are doing, “see” the object of discussion, “see” aspects of the environment, or to even “see” how to do something. It is an approach that allows the child to maintain control of their body, and to be an equal partner in exploration and interaction. When, I started signing with Dylan in this way, he did not resist, because we already had a history of sharing relationship through touch. Information about hand-under-hand and resources for helping students get familiar with this type of touch are readily available through a simple search of the Internet. But now I want to share a less familiar practice called co-drawing.
Dylan was only four when I first heard Dr. Stephanie McFarland share an overview of Dr. van Dijk’s Curricular Approach, including “Drawing Instructional Strategies.” If you’re like me, you might have thought, “But I can’t draw,” and then left that strategy for someone else. At the time of her talk, I was focused on modeling American Sign Language and exploring what type of symbol, such as object, photograph, or line drawing made sense to Dylan. It never crossed my mind that co-drawing was something I could use at home, as a “language.” Using hand-under-hand to co-write has been a part of our home life, but co-drawing? Not me.
Co-drawing was something that was done at school, with Dylan’s fabulous communication specialist, Megan Mogan, and his incredible Intervener, Doe. I loved hearing the stories of how some fabulous breakthrough happened during there co-drawing exchanges and I loved looking at the co-drawn experience stories that came home every day. Dylan and I shared a brief glimpse of his day through these stories.
Even better were the videos; videos that showed the connection and engagement that occurred as Dylan and Megan or Dylan and Doe wrote together. You can see this process in action in the video below, as Megan was helping Dylan grasp the concept of up in connection with the sign for up through co-drawing. As great as that was, it still didn’t occur to me, that I could draw with him like they did.
Then Dylan’s school placement was changed to home, and I became Dylan’s day-to-day teacher. \"Umm, now what?” I thought, “I can’t draw.” I clearly recalled my struggles in 7th grade art class. Nope. Drawing wasn’t for me. But as with everything we do in our School-Home, I learned from Dylan.
Fortunately Dylan “got it” with my rough stick figures and real objects traced on to the pages of his stories as I ventured into co-drawing with him. His engagement as we drew, led me to try basic drawings, such as a house or a tree, to provide more information. I began to let go of my need to be “good” at drawing in favor of the connection with Dylan and his learning.
The beauty of co-drawing, as with any hand-under-hand technique, is Dylan has a “voice” in it. The feedback between our hands constantly guides the story or lesson that emerges before us. Dylan is able to direct me to a part of the page as a request to elaborate. After just a couple of exposures, his hand can guide the direction of mine, expressing his knowledge of how to draw a rough outline of the United States for example. He also lets me know when I am starting to draw something he doesn’t want to talk about or doesn’t understand by either guiding my hand in a different direction, or taking the page, crumpling it up and throwing it in the trash.
Starting in school as a way to illustrate a concept or create an experience book for the day, co-drawing has evolved to a dynamic communication form wherever we are. I no longer have to worry about having the right picture communication symbol with me, when we leave the house. As long as we have paper and markers, Dylan and I can communicate about anything. It allows for spontaneity of topic, easy adaptations to our schedule, and best of all the opportunity for us to just “talk.”
If you saw Dylan on the Young Adult Panel at the 2015 International CHARGE Syndrome conference, you saw us co-drawing together as we waited his turn. You might have wondered what we were drawing together. Quite simply, I was interpreting for him, in the form of co-drawing, letting him know who was talking, key points of her talk, when his turn was, and what he was going to do. What you couldn’t see as he and I co-signed his presentation, was his “speech” lying there on the table, written out in co-drawn form for him to “read” from as we went along.
For a recent presentation, I looked up information on co-drawing, and found Dr. McFarland’s article, which was written about the time I first heard her talk about Dr. van Dijk’s Curricular Approach. As I read anew the key benefits of “drawing instructional strategies,” I thought about Dylan. Yes, co-drawing does promote the use of his residual vision, as placing his hands on mine draws his eyes to the page. Yes, co-drawing does allow Dylan and I to have communication that is clear to him and to me. Yes co-drawing does encourage Dylan to be an active participant in learning, and life. Yes co-drawing does provide a static communicative referent; that is it provides communication in a form that he can hold onto and refer to again and again. What the article doesn’t list is the benefit of competence and self-determination for Dylan and contentment for me, as we “talk” together through this shared media. I encourage you to give it a try.
Overview of the van Dijk Curricular Approach, Dr. Stephanie Z.C. McFarland, NCDB, Nov. 30, 2000
https://nationaldb.org/library/page/1969
Sample hand-under-hand resource.
http://gsap.coe.uga.edu/resources/instructional-strategies/hand-under-hand/
Images
Co-drawn Dylan Dad Mom
The first image shows a completed co-drawing of 3 stick figures holding hands with smiles on their faces. The figures are labeled Dad, Dylan, and Mom. The bottom of the page says 3-of-us Happy. This is the last page of the first book we co-drew and wrote at home about Dylan and Dad putting the tables together for School-Home.
Dylan Mom co-draw buy water bottles
The second photo shows Dylan and I shoulder to shoulder facing his slant board. The paper on the board has a co-drawn water bottle vending machine with co-drawn figures labeled as Dylan and Deb. Dylan’s right hand is resting on my right wrist as we complete the text “buy water bottles.”
Co-drawing list at Target
I am sitting at a table in Target with Dylan standing beside me, his right hand on mine, as I begin to draw a square, which will become his symbol for batteries. Our paper rests on top of a page that has photographs taken from a video of the simplest electric train, which he enjoyed watching again and again. With each viewing we talked about needing to buy the 3 objects shown on screen, batteries, copper wire, and magnets, so we could make our own. In the store, Dylan wanted nothing to do with the photographs. (I agree they are horrible contrast, but sometimes with familiarity it is enough.) More often though co-drawing our own representation has more meaning for Dylan, as it did on this day, where we stopped what we were doing to co-draw his list.
","userID":8708,"timestamp":"2016-02-01T10:19:53.827","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3367,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5443,"postID":7964,"userID":2016,"timestamp":"2016-02-03T16:47:17.623","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5444,"postID":7998,"userID":2016,"timestamp":"2016-02-03T16:49:45.737","Post":{"postID":7998,"title":"Custom Report Question","body":"Is it possible for companies to buy an annual subscription to the Communication Matrix so reports can be printed as needed? If we purchase credits for custom reports, is there a time limit set on those credits? Thanks in advance for any advice/direction!
","userID":6540,"timestamp":"2016-02-03T08:43:24.453","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":71,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5445,"postID":7990,"userID":2016,"timestamp":"2016-02-03T16:50:54.183","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
Hello!
I was thinking about how rich of an avenue the TEDx Conferences might be to share the research, community, and expertise of Communication Matrix~~might that be on the horizon of the community? :)
","userID":3157,"timestamp":"2016-02-17T15:49:08.253","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":129,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5475,"postID":8042,"userID":2016,"timestamp":"2016-02-25T20:41:16.5","Post":{"postID":8042,"title":"Jake's Journey from Learning Communication to Becoming Literate","body":"As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Hello, I have a question. I work with a child who became Deaf at 2. 5 years of age. Prior to this he was a typically little boy, very active, and very talkative. He is now totally Deaf Blind with the exception of a bit of light perception/sees some shapes. His Cochlear Implant did not work and he no longer wears this. He is learning ASL, Braille, and Cane use skills, and is doing very well. He is currently 7 years old and recently indicated some interest in speech and his SLT is working on mouth formation and producing sounds with him. I have been told that he has said the word Mom. I am curious if anyone has a similar experience and any helpful strategies including cued speech or Tadoma? One thing that I did notice is that he is very interested in making sounds and mouth movements and at times can be disruptive to the classroom with his noises and spitting behavior. I am curious if anyone has had this experience as well and any suggestions. Thanks so much! Rose
","userID":3122,"timestamp":"2016-02-25T09:10:01.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":250,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5477,"postID":8058,"userID":2016,"timestamp":"2016-02-25T20:46:07.82","Post":{"postID":8058,"title":"Written expression","body":"Communication is the first step toward literacy. Literacy is often thought of as reading a book. However, literacy is so much more as we have been discussing all month. There is a significant amount of research that demonstrates that writing is as important as reading to develop literacy skills. For students with significant and complex learning needs, writing is not only possible, it is important to maximize literacy and communication development. However, what if the student can't hold a pencil or even know what a pencil is for?
There are alternative pencil options available for all kinds of communication and literacy experiences. If you would like more information about different methods to develop writing skills please see:
http://literacy.nationaldb.org/index.php/writing/
https://www.med.unc.edu/ahs/clds/products/available-for-purchase
https://sites.google.com/site/thejoyofoccupationaltherapy/
Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5482,"postID":8040,"userID":2016,"timestamp":"2016-02-28T21:03:46.91","Post":{"postID":8040,"title":"Routines & Socialization as Literacy Experiences","body":"Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I want to share this post in the hopes of receiving feedback and facilitating conversation about the issue of tactile symbol standardization. any experiences or input you might have on this topic would be appreciated. It would be easiest for me to locate and respond to your thoughts if they are posted on the pathstoliteracy.org site, but I will also check here.
Linda Hagood
pathstoliteracy.org/blog/question-symbol-standardization-invitation-discussion
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113","Post":{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5500,"postID":8118,"userID":2016,"timestamp":"2016-04-10T12:55:09.747","Post":{"postID":8118,"title":"Hello, April!","body":"Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
The Utah Schools for the Deaf and the Blind are taking a novel approach to learning and socializing for students. They have pioneered the use of music therapy at the school. The environment of experiencing music together in a group and learning about it together has cultivated many positivegrowth areas for students. Whether they have more confidence or more autonomy, the opportunities are seen all around. The instructor, Rachel Lightly states on the matter of developing new skills from this class:
“\"Communication skills, cognitive skills, social skills, all those other things you don't really think about,\"
I think that as professionals and/or family members we can all take something from this story and apply it to our lives when it comes to education and the many valued avenues available.
Learn more by clicking here to view the full news story.
","userID":8674,"timestamp":"2016-04-22T22:59:18.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":73,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5517,"postID":8123,"userID":2016,"timestamp":"2016-04-25T01:47:26.847","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5525,"postID":8182,"userID":2016,"timestamp":"2016-04-28T19:55:46.563","Post":{"postID":8182,"title":"Reflection","body":"I was asked to make a video on the topic of reflection and how it influences an Intervener. While it is an important part of my role, it is also important for every educator's role.
I'd like to share it with you, even though I was clearly very nervous to film it! Selfie videos are not in my comfort zone!
The video is captioned, however the color of the caption and background isn't high contrast. If you would like a transcript, please email me at shannon.zywiec@nemetro.k12.mn.us and I would be happy to send it to you.
Shannon
","userID":8827,"timestamp":"2016-04-25T23:58:06.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5532,"postID":8119,"userID":2016,"timestamp":"2016-05-06T04:42:51.557","Post":{"postID":8119,"title":"Getting Back To The Basics","body":"It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5533,"postID":8194,"userID":2016,"timestamp":"2016-05-06T04:44:57.323","Post":{"postID":8194,"title":"Videos Series on the Use of Technology with Evidence Based Early Intervention","body":"
A new video series about the use of technology with evidence based early intervention illustrates how video, video conferencing, and related technologies can improve access to and the quality of supports for families, as well as better enable teams to practice evidence-based early intervention services. The videos can be viewed at:
http://ddc.ohio.gov/video-ei-series
It is suggested that you watch the videos in order:
1.\tAn Overview of Using Technology to Support Families in Early Intervention
2.\tUsing Video to Enhance Play, Communication, and Relationships
3.\tUsing Instant Messaging and Video for Just-In-Time Support
4.\tUsing Video and Video Conferencing to Enable Team Meetings over Distances
5.\tUsing Facetime to Enhance Team Collaboration
6.\tA Virtual Home Visit with Liam's Family
7.\tA Virtual Co-Visit with Straton's Family
8.\tUsing Video as a Foundation for Reflective Supervision
The series was produced collaboratively by the Ohio Association of County Boards of Developmental Disabilities, a grantee of the Ohio Developmental Disabilities Council, the Bridging the Gaps in Ohio Part C Service Delivery Project, the BHN Alliance (Belmont, Harrison, and Noble County Boards of Developmental Disabilities), videographer Larry Edelman, and most importantly, families and early intervention practitioners in Ohio.
Module1: Understanding Your Child'sCues
We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Even babies let us know what they want!
1. Make careful observations of the child's behaviors so you can interpret their meanings, e.g., \"I want xxx or I like xx\" or \"I don't want xxx or I don't like xxx\"
These refusal and requests are the first communicative behaviors that all children demonstrate. When adults Interpret and promptly respond to these refusal and requests, the very young child discovers the power of communication and learn to use these behaviors intentionally.
I was wondering if anyone had research/resources for sign language for those who are blind. My student is 20 years old. We have attempted picture cards with tactile input for yes/no however he has shown inconsistent functional use of the pictures. During feeding he will consistently show a sign for drink by forming his hand ready to hold a cup. With modeling he will at times sign a modified more. I wanted to build on these skills since he gravitates toward sign over pictures with tactile input.
If anyone has research or ideas that would be great. Thanks!
","userID":15006,"timestamp":"2016-11-15T21:25:04.28","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5713,"postID":8560,"userID":2016,"timestamp":"2016-12-02T21:18:35.053","Post":{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
","userID":14433,"timestamp":"2016-12-01T03:13:20.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5704,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":158,"collectionID":98,"postID":8560,"quote":"Groups are real, and they are fun!"},{"collectionItemID":200,"collectionID":106,"postID":8560,"quote":"AAC Implementation: Authentic communication and participation...How much fun are we having? This collection focuses on building community/friendships. Lots of great examples."},{"collectionItemID":267,"collectionID":121,"postID":8560,"quote":""}]}},{"starID":5714,"postID":8559,"userID":2016,"timestamp":"2016-12-02T21:18:55.27","Post":{"postID":8559,"title":"Language assessment tool for a Deaf-Blind Student","body":"Hello, I am received a request, and am wondering if anyone knows of a good language assessment tool to use with a Deaf-Blind student who uses American Sign Language/Tactile Sign to communicate. This student lost his vision and hearing due to meningitis at age 2. He is not cognitively impaired. He essentially has as no hearing and no usable vision to allow him to use standard tools commonly used with hearing impaired or vision impaired students. Has anyone had any experience with this?
Also, I think they are also looking for an assessment tool to determine ASL proficiency if anyone has any assessement tools for that.
","userID":3122,"timestamp":"2016-11-28T20:58:40.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2140,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5715,"postID":8540,"userID":2016,"timestamp":"2016-12-02T21:19:10.507","Post":{"postID":8540,"title":"What does fun have to do with AAC implementation?","body":"We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
","userID":14433,"timestamp":"2016-11-20T22:27:46.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3232,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":156,"collectionID":98,"postID":8540,"quote":"Fun is key to AAC!"}]}},{"starID":5716,"postID":8547,"userID":2016,"timestamp":"2016-12-02T21:21:22.397","Post":{"postID":8547,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:50:57.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1217,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":157,"collectionID":98,"postID":8547,"quote":"Thanksgiving fun"}]}},{"starID":5727,"postID":8572,"userID":2016,"timestamp":"2016-12-23T01:25:18.077","Post":{"postID":8572,"title":"Checking for Comprehension During Literacy Activities, by Casy Walker","body":"While there are challenges to identifying comprehension through assessment and in conversation, I will share a few strategies I use to check for comprehension when working with individuals with complex communication needs.
During most activities, asking a simple question that is inconsistent with the story or pictures allows for an early attention check. For example, if reading a page where two characters are dancing, I might ask, “Are they painting?” Many times, individuals will respond (i.e., look at me like I am crazy) because obviously, they are not painting they are dancing. Although this strategy does not assess what specifically they understand, it does help check if they are paying attention and also that they understood the question asked. It can also be a strategy to facilitate expressive language by having them correct you and share the correct verb or phrase.
Another classic strategy to check for comprehension is to provide choices using verbal expression or picture symbols. While reading a story, I would prepare many different story grammar symbols from the book including verbs, characters, settings, and emotions.Depending on the level of the communicator, using different types of symbols can also help identify where the breakdown in comprehension might be occurring.If you ask a “who” question and they provide you a picture symbol of a“place,\" then they might not yet comprehend the difference between “who”and “where” questions. My favorite way to use this strategy is with the GoTalkapp. Before reading a book, I take pictures within the book (and other books)and load them into a 4x4 matrix, one matrix for each question that I would like to ask. This app allows you to tailor the number of pictures to adapt it for each individual.
Since I am also a dancer, I love to incorporate movement and music into my activities. To check for comprehension of verbs, I will often act them out and have my students act them out with me when possible. If I see a challenging or new verb (e.g., tripped) when reading a story, I act it out and label the word with a picture symbol and spoken word.If students are able, I have them act it out also to demonstrate that they understood the meaning of the verb.
These are only three strategies tocheck and facilitate comprehension in individuals. Do you use similar strategies? What comprehension checks are your favorites?
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Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
Yew, S. G. K., & O’Kearney, R.
(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
prospective studies. Journal Of Child Psychology And Psychiatry, And Allied
Disciplines, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Yoder, P., Watson, L. R., & Lambert,
W. (2015). Value-Added Predictors of Expressive and Receptive Language Growth
in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
Certainly, increasing peer interactions among children who use AAC is an important step in improving children’s social competence. Yet, being able to promote meaningful, quality friendships is a broader, long-term issue. The probability of a child adapting to AAC as a means of communication is contingent on how well their surroundings respond to their communication via AAC. Timely and appropriate responses to the child’s communication are some of the factors that influence the child’s likelihood to use AAC. Given that the child who uses AAC spends the majority of her time with her parents and her classmates, how should interventionists decide what vocabulary should be made available on the Speech Generating Device with the consideration of the child’s communication, physical, nourishment, and communication needs without friendships losing its importance? How might current intervention programs promote the development of friendships?
Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
","userID":20555,"timestamp":"2016-12-10T21:08:33.637","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":162,"collectionID":101,"postID":8568,"quote":"Intervention Considerations"}]}},{"starID":5732,"postID":8575,"userID":2016,"timestamp":"2016-12-26T19:42:38.007","Post":{"postID":8575,"title":"Comprehension in AAC Users, by Phebe Albert","body":"What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]}},{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95","Post":{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]}},{"starID":5738,"postID":8588,"userID":2016,"timestamp":"2017-01-09T02:56:01.327","Post":{"postID":8588,"title":"Using the Matrix","body":"I have found the matrix helpful in developing new IEP goals. It has helped point me in the direction of my student's next \"steps\" in regards to language development and use.
","userID":14147,"timestamp":"2017-01-06T20:12:08.327","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5739,"postID":8589,"userID":2016,"timestamp":"2017-01-09T02:57:11.39","Post":{"postID":8589,"title":"How do Bilingual Children with Language and Cognitive Impairments Compare with Monolingual Children? ","body":"Bilingual language development is a common experience across the globe with an estimated 50% of the world’s children growing up exposed to more than one language (Crystal, 2003). Thus, it seems logical that our discussion of supporting children with complex communication needs includes children who grow up in bilingual and multilingual environments. Evidence from the literature related to bilingual language development in typically developing children points to no substantial negative effects of bilingual language development and possible cognitive advantages (Bialystok et al., 2009).
However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:47:18.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2082,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":208,"collectionID":109,"postID":8711,"quote":"Monitor infant-toddler communication growth with a play-based assessment!"}]}},{"starID":5803,"postID":8699,"userID":2016,"timestamp":"2017-03-10T21:25:37.433","Post":{"postID":8699,"title":"Communication in place of behaviors","body":"I have student who only uses single words to label, share information and greet. The student struggles to request things if not given visual choices let alone combine 2-3 words to make the request more clear to the communication partner. We have tried to target this goal during highly motivating times; however, have still not seen much progress. Any other ways to target this?
","userID":14990,"timestamp":"2017-03-06T14:59:25.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5810,"postID":8692,"userID":2016,"timestamp":"2017-03-15T15:35:47.72","Post":{"postID":8692,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:31:35.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1449,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":205,"collectionID":108,"postID":8692,"quote":""}]}},{"starID":5826,"postID":9762,"userID":2016,"timestamp":"2017-05-04T12:12:19.21","Post":{"postID":9762,"title":"Reluctant User","body":"I have a student who will use her device at school with prompting, but not at home. She tries to throw it away at home. They would like her to use it there. Does anyone have any suggestions?
","userID":18914,"timestamp":"2017-05-02T18:52:33.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":895,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":402,"collectionID":154,"postID":9762,"quote":"This post includes a thread related to how to encourage a \"reluctant user\" to use her communication device. The comments section includes some excellent suggestions for others facing similar challenges. "}]}},{"starID":5827,"postID":9761,"userID":2016,"timestamp":"2017-05-04T15:58:48.967","Post":{"postID":9761,"title":"Unite for Literacy","body":"There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
I have a student who receives ABA therapy outside of school. They appear to be using his device in therapy, but purely for assessment/testing purposes. He is reluctant to use his device for purposes other than those targeted in ABA. Does anyone have suggestions (other than information about aided language stimulation/modeling) for changing this behavior?
","userID":15266,"timestamp":"2017-04-19T12:42:01.303","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5834,"postID":9769,"userID":2016,"timestamp":"2017-05-11T00:33:14.013","Post":{"postID":9769,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:32.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":223,"collectionID":112,"postID":9769,"quote":"Use of a cultural humility approach can be essential to fostering collaborative, sensitive, and meaningful AAC services in low-resource areas. This post provides a brief discussion about the basics of cultural humility."}]}},{"starID":5840,"postID":9807,"userID":2016,"timestamp":"2017-06-01T22:12:52.157","Post":{"postID":9807,"title":"Setting the Scene: Facilitating Language Development with a Student who has CHARGE Syndrome","body":"This week I will be sharing with you the top four gems I found while facilitating and developing language with my student who has CHARGE Syndrome. I have permission from his parents to talk about the strategies we have discovered. I want to provide some background knowledge on both of us for you before I get into the strategies. His name has been changed to \"Marcos\" for his privacy.
When We Met
Marcos and I began working together 3 years ago. His “hearing age” is just a tad bit older than that now because the interpreter before me noticed that he did not seem to respond to sound at all. His parents listened to her observation and brought Marcos back to the audiologist. They found that cochlear implant surgery had failed. It was staggering news. So they re-embarked on the cochlear implant journey and tried the surgery again. June of 2014, the new implant was programmed and turned on. In July, Marcos went back to pre-k with a new interpreter. Me. I began running around like a maniac, trying to save the processing device from being put away in the play kitchen cupboards, or lost in the sand box, and even snatched up by another student who liked to flush everything down the toilet! Oh my! As you likely know, they are magnetic and so are door jams, buses, and table legs! Oh, how much he has grown since then! By mid-year he was on the speech banana. He could recognize sounds! The implant worked this time. This was a huge breakthrough and a huge relief to his family after going through surgery twice, I cannot imagine how many fingers and toes they had crossed for this. Even though he was able to hear all 6 Ling sounds, Marcos seemed to prefer silence.
\nRealizing My Role
As a sign language interpreter, I was trained to support anyone with hearing loss, who used sign language, through interpreting services. But I will be honest with you, the focus during my training was typically toward the Deaf Community and people who adhered to Deaf Culture, not 3 year-olds with CHARGE Syndrome and a shiny new $10,000 processing device, who cannot yet tell you their preferences. I realized my role would be a bit different than what I had specifically prepared for as “interpreter”. This student was going to need so much support to orient to the world around him before I could be of any use interpreting formal language for him. It was my job to try and make the world make sense. I would need to figure out his preferences.
\nMy role took on a whole new meaning when I began to realize that I must also orient Marcos to sounds happening around us and what they meant and teach him to listen. When working with someone with deafblindness, I was trained to also incorporate what is going on visually. With this student I began to feel my role of interpreter blend into a role I had previously trained for, Support Service Provider. So that is how I began to function. I did not realize that there was actually a job for this until much later called “intervener”.
\nBackground on Marcos Levels on the Matrix:
Our first year together Marcos typically used some but not all areas of Level 1, 2, and 3 and began to emerge into Level 4 on the Communication Matrix to communicate.
\nOur second year together Marcos typically used mostly Level 2, 3, and some of 4.
\nThis current school year Marcos spans a wide range of levels from 3 to 4, some 5, 6, and 7.
Over the next four days I will share some of the observations I made as Marcos’ interpreter and some of the ways we were able to mediate some of the challenges to increase his ability to understand and express language. I am looking forward to this!
\nI also want to extend a huge thanks to Marcos and his family. Thank you for your permission to share my experiences with your son.
\nThis week's topics will include posts on the gems we discovered:
\nHearing - “But he won’t keep it on!” - How we got \"that thing” to stay on his head
\nGoing Beyond Labeling - Auditory Verbal Therapy and modeling comments
\nAssigning Meaning to Expressive Attempts - Just do it.
\nPromoting Literacy - The sounds have signs. Both have a written form!
*Check back soon because I will be adding a YouTube video for signed version of this post.
","userID":13582,"timestamp":"2017-05-29T15:27:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1201,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":233,"collectionID":116,"postID":9807,"quote":"This post gives some background information on my student Marcos and I so that my next few posts will make more sense. 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Shared by his mother, one of our module creators, from PA. She is using this love to create joint attention... sharing the lilacs together.","userID":2016,"timestamp":"2014-06-24T16:21:18.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2,"justification":null,"show":true,"views":643,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1024,"postID":1336,"userID":9043,"timestamp":"2014-06-24T17:58:43.497"},{"starID":1026,"postID":1336,"userID":1012,"timestamp":"2014-06-25T13:27:46.463"},{"starID":1027,"postID":1336,"userID":1015,"timestamp":"2014-06-25T16:22:22.16"},{"starID":6203,"postID":1336,"userID":370606,"timestamp":"2026-01-26T04:46:48.757"}],"PostCollectionItems":[]},{"postID":1356,"title":"Deafblind Young Adults Support UN Convention","body":"Please see a link to this video which has an audio described and text transcript. It was created by a group of young adults who are deafblind who have formed their own 501.c.3. The editing for the video, the images in the video, and even the music were all written by young adults who are deafblind. Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1030,"postID":1356,"userID":1012,"timestamp":"2014-06-30T10:43:02.717"},{"starID":1031,"postID":1356,"userID":1015,"timestamp":"2014-06-30T10:47:06.123"},{"starID":1033,"postID":1356,"userID":2016,"timestamp":"2014-07-02T10:16:34.387"},{"starID":1040,"postID":1356,"userID":2020,"timestamp":"2014-08-07T10:51:43.57"}],"PostCollectionItems":[]},{"postID":1372,"title":"The Matrix and Parents of Children with Autism in Kyrgyzstan","body":"I recently had a beautiful opportunity to speak to some parents of children with autism in Kyrgyzstan via skype. I was invited by a former doctoral student of mine, Rebecca Sheffield, who is passionate about the rights of persons with disabilities around the world. Rebecca has been doing advocacy work around the UNCRPD and became connected with this family group through those efforts.\r\n\r\nAs the mother of a son on the autism spectrum, I was invited to share some of my own journey as well as professional insights on communication rights and access. This was both a challenge and a pleasure. \r\n\r\nIn the absence of having formal services or access to special education, these families have used their own resources- both intellectual and financial to form a school for their children. Through a network and through the internet, they are inviting people around the world to be a part of their professional development efforts. It is truly an inspiring group.\r\n\r\nBefore the meeting, I spoke with Charity about getting access to the Communication Matrix in Russian. She quickly gave me the materials and we were able to share these with all of the families who reviewed them before the session.\r\n\r\nAs I talked about a personal journey with communication and my deep respect for Charity's work and the design of the Matrix, I felt a profound connection with the families.\r\n\r\nWe talked across at least 7 time zones. They sat in a plain room with a laptop projecting slides about the Matrix, and Rebecca's and my skype images on a wall. Through the camera, I saw these mothers, and one man, a volunteer, sitting in plastic chairs and looking at the camera and the screen. Their translator, Jibeka, performed the slow and herculean task of sharing our messages from English to Kyrgyz (Kyrgyztan is bilingual with the official languages being Kyrgyz and Russian). \r\n\r\nThey asked questions about their daughters and sons. We talked for over 2 hours. When I mentioned that Charity herself was interested in talking with them, there was a hushed silence and then Jibeka and the others on screen smiled broadly and looked at each other. They would be most honored to have her as a guest speaker at a future session.\r\n\r\nAs they prepare to have a visit from the UN, it was wonderful to ponder that some of the work that they would be showing as a part of their efforts to develop programs for their children will be about the Matrix.\r\n\r\nIt is my hope that this wonderful community and this profoundly influential work that Charity has led will impact more children and families around the world.","userID":2016,"timestamp":"2014-07-02T09:37:09.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":746,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1034,"postID":1372,"userID":9043,"timestamp":"2014-07-07T08:42:12.867"}],"PostCollectionItems":[]},{"postID":2609,"title":"Wisdom from Karen","body":"In Karen's interview about the work that she does, she spoke about remembering the difference in power between teachers and students who are developing communication. Can't wait to post her video!","userID":2016,"timestamp":"2014-08-08T11:30:37.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2109,"postID":2609,"userID":1015,"timestamp":"2015-01-01T17:25:20.65"}],"PostCollectionItems":[]},{"postID":2622,"title":"Check on this webinar on mobile devices to support students with significant disabilities!","body":"Register for CEC’s fall 2014 webinars now!\r\n\r\niAccess: Mobile Devices to Enhance Learning for Students with Significant Needs\r\nIn collaboration with the Division for Physical, Health, and Multiple Disabilities (DPHMD)\r\n\r\nThursday, Sept. 11, 2014, 4-5 p.m. ET\r\nPresented by: Alexandra Da Fonte, Victoria Knight, and Bethany McKissick\r\n\r\nhttp://www.cec.sped.org/Professional-Development/Events-Calendar/2014/09/WEB1405?utm_source=cec&utm_medium=email&utm_campaign=webinar&utm_content=WEB1404\r\n","userID":2016,"timestamp":"2014-08-14T15:41:37.503","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":86,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32"},{"starID":1050,"postID":2922,"userID":1012,"timestamp":"2014-10-01T12:01:40.513"}],"PostCollectionItems":[]},{"postID":2933,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2934,"title":"What is this Community all About?","body":"It is a real honor to be a part of Dr. Rowland's efforts to connect people who are interested in supporting individuals with complex communication needs across the globe! \r\n\r\nAs you discover things that work in your own life, with your own students, and in your own practice, we hope that you will share them here. This is a place to come to gather practical information and to find ways to improve what we do with people. Ultimately we know that responsive communication partners and good communication practices can lead to better quality of life for all people, but especially for individuals with complex communication needs. \r\n\r\nWhat do you think about this new video? We would love to know and please share it with your networks!","userID":2016,"timestamp":"2014-10-02T06:41:52.067","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a welcome for the community with a wonderful video that shares the vision of this community.","show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1055,"postID":2934,"userID":1012,"timestamp":"2014-10-09T08:15:53.78"}],"PostCollectionItems":[]},{"postID":2935,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2936,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2937,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2938,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2939,"title":"Have you ever been lost?","body":"Have you ever become lost or disoriented when you were traveling somewhere? It isn't a good experience, is it? \r\n\r\nLast night, I got off of a plane after a long flight and decided to take the metro to my hotel. To make a long story short, I got lost! I thought I knew where I was going, but ended up very disoriented. I walked for several minutes alone, in the dark, on unfamiliar streets before finally finding my way to my hotel... even when using my smart phone. It may seem silly, but when you think you know where you are going, and it isn't working out, it can actually be worse than knowing at the start that you don't know where you are!\r\n\r\nHow does this relate to the Communication Matrix Community of Practice? Well, I was reflecting on my experience last night and remembered how much I have appreciated the Matrix as a tool for helping a team figure out where you are going with a student based upon what she needs. The tool itself and this new community can help orient you to where you are with a student and where you need to go! \r\n\r\nAs a family member of someone with complex communication needs, and as a professional who works with family members, the feeling of being lost or disoriented in what to do to support a person with complex communication needs is a SCARY one! You can think you know where you are going and end up in the wrong place with a person whose needs are not being addressed. The Matrix can help you see what a child is communicating about and it can give you some practical strategies to support her where she is and it can help you know where you want to go to make progress in the communication journey. \r\n\r\nI also was reflecting on my role this month as a moderator in the community. What excites me is that the community provides us with support in \"way finding\" with individuals with complex communication needs. People can offer you advice or support where ever you may be on the path. You can also leave information for others who may be feeling overwhelmed with what to do to support a specific person. \r\n\r\nSo feel free to chime in to offer your thinking about what has helped you along your journey with students or families. And we ENCOURAGE you to ask for directions (even if you have a smart phone)! Hint the PLEASE HELP tag can be used to request that a member of the community respond to specific requests.","userID":2016,"timestamp":"2014-10-02T08:09:33.78","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Sometimes, we all need some direction in our work with individuals with complex communication needs.","show":true,"views":139,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1053,"postID":2939,"userID":1012,"timestamp":"2014-10-03T15:47:07.753"}],"PostCollectionItems":[]},{"postID":2940,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2944,"title":"Identifying Infants and Toddlers with Combined Vision and Hearing Impairments","body":"Did you know that many children with severe or multiple disabilities have sensory impairments but these disabilities might not be recognized or accommodated properly? \r\n\r\nWe know from years of practice and research that early identification of sensory impairments is vital so that very young children can maximize the vision and hearing that they have, sometimes with devices and often with good intervention that involves family members.\r\n\r\nPlease see the attached, newly updated white paper on effective early identification and referral efforts for infants and toddlers who are deaf-blind. For more information about what is going on in your state, please visit: https://nationaldb.org/groups/page/8/early-identification-and-referral\r\n\r\nFinally, Dr. Rowland's work has included many students who are deaf-blind. Be sure to explore the ever growing shared science section of the website.","userID":2016,"timestamp":"2014-10-07T20:23:09.197","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1054,"postID":2944,"userID":9043,"timestamp":"2014-10-08T15:36:39.647"}],"PostCollectionItems":[]},{"postID":2945,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2946,"title":"Open Hands, Open Access modules feature the Communication Matrix","body":"When the Office of Special Education Programs asked the National Center on Deaf-Blindness to make recommendations to improve intervener services, one of the things that state partners, including family members, told our center was that the national community needed access to more high quality training materials, including videos, that anyone could access. Now, you may be asking yourself, what is an intervener? \r\n\r\nIn educational settings, an intervener provides consistent one-to-one support to a student who is deaf-blind, specifically by supporting the student's access to environmental information, communication, and social/emotional engagement. Intervener services are provided by individuals, typically paraeducators, who have specialized training in deaf-blindness and in the process of intervention.\r\n\r\nIn response to this request, one of the recommendations, that happens to be a major part of my job, focuses on the development of this media rich, open access learning resource, called the Open Hands, Open Access Deaf-Blind Intervener Learning Modules. OHOA for short!\r\n\r\nBecause of Dr. Rowland's research and creation of open access materials for people with complex communication needs, it was evident that our center needed to partner with her as an advisor and creative partner. Her work on the Communication Matrix is featured in Module 6: Understanding Communication, which is one of 8 open access modules.\r\n\r\nIt is thrilling to me and to many contributors, including several articulate and passionate parents, that the OHOA modules are being used in states to address the lack of awareness that exists about the intervener practice. Appropriately, the Communication Matrix is a part of addressing the very real needs that educational teams have in serving students who are deaf-blind. \r\n\r\nFor more information and to explore this media rich resource, please visit: https://nationaldb.org/library/page/2269","userID":2016,"timestamp":"2014-10-08T22:11:01.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":471,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2957,"title":"Beautiful Brown Eyes- Sensory Impairments in Children with Multiple Disabilities","body":"And so the song goes-\r\n\r\n\"Beautiful, beautiful brown eyes.\r\nBeautiful, beautiful brown eyes,\r\nBeautiful, beautiful brown eyes, \r\nI'll never love blue eyes again.\"\r\n\r\nHe cradled her in his arms, singing to his daughter, a young girl with cerebral palsy, intellectual, and multiple disabilities. She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. She is still my teacher and I hope through this short story that she will be yours too.","userID":2016,"timestamp":"2014-10-12T13:38:27.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This personal story highlights the power of parent engagement for individuals with multiple disabilities and sensory impairments.","show":true,"views":3230,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1060,"postID":2957,"userID":1012,"timestamp":"2014-10-13T09:32:36.003"},{"starID":1062,"postID":2957,"userID":9043,"timestamp":"2014-10-13T15:37:13.58"}],"PostCollectionItems":[{"collectionItemID":53,"collectionID":23,"postID":2957,"quote":"Our children grow up and change and move on. But sisters are sisters forever. Here's a great story about growing up as sisters."},{"collectionItemID":168,"collectionID":103,"postID":2957,"quote":"This is a reflection on my own relationship with my sister and how she has effected my professional journey"},{"collectionItemID":436,"collectionID":160,"postID":2957,"quote":"Sisters sharing a bond & our experiences may lead to career choices"}]},{"postID":2959,"title":"Concept and Language Development Go Hand in Hand","body":"I wanted to share this great video of an educator working with a young boy with CHARGE syndrome. She is accommodating his vision and hearing loss by using an hands on activity. Notice how she uses multiple means to teach the concept of up, including hand under hand approaches, co-active drawing, and motion.","userID":2016,"timestamp":"2014-10-13T12:48:45.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":222,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2960,"title":"Natural Opportunities for Communication in Family Life","body":"Dr. Rowland has does such a wonderful job in emphasizing the roles of family members and parents as full participants in communication assessment, intervention and planning. \r\n\r\nIn my former role as a professor, I encouraged all of my students to read Home Talk: A Family Assessment of Children who are Deafblind. Here's a link to this rich and practical guide for families: https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf\r\n\r\nThe attached video is a beautiful example of the natural opportunities that everyday routines in the course of the day offer children the chance to intentionally communicate. Joel's mom helps him participate in the exchange by pausing and acknowledging his subtle responses. \r\n\r\nWould love to see some of your own examples of family members building these opportunities to communicate. Feel free to share your own examples!","userID":2016,"timestamp":"2014-10-13T16:31:33.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":653,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1064,"postID":2960,"userID":9043,"timestamp":"2014-10-15T14:33:40.403"}],"PostCollectionItems":[]},{"postID":2961,"title":"Practical advice on a cochlear implant from a parent","body":"Jody, a parent leader, shares a respectful approach in working with her son who has CHARGE Syndrome. Notice how she respects his choice in using the implant and allows him to have control of the device.","userID":2016,"timestamp":"2014-10-14T23:05:54.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1063,"postID":2961,"userID":9043,"timestamp":"2014-10-15T14:29:02.227"}],"PostCollectionItems":[]},{"postID":3961,"title":"Heather describes the importance of hands","body":"I wanted to share this great video in ASL from Heather, a magnificent blogger, parent of a child who is deafblind. In the video, she describes the frontier of the touch sense for students who are deafblind. Though there isn't as much research on sharing attention or having conversations through the touch sense, Heather reminds us of how important this sense is for communication and learning. \r\n\r\nCheck out her blog too for more wisdom: http://hexwit.blogspot.com/","userID":2016,"timestamp":"2014-10-21T08:33:41.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"more video wisdom from a parent. Heather happens to be Deaf, is a blogger and shares insights on the importance of touch for learning.","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2063,"postID":3961,"userID":9043,"timestamp":"2014-10-22T14:51:33.023"}],"PostCollectionItems":[]},{"postID":3962,"title":"Self-Determination- Early Communication","body":"Sometimes as educators or parents we see a child's refusal as a \"bad\" thing... an inconvenience in our busy schedules and routines. Heather shares a story of her son's refusal and recognizes it as an early expression of self-determination- a skill we want to promote! We know that people with complex communication needs often may develop \"learned helplessness\" or a sense of powerlessness in their lives which can lead to increased passivity and depression. Let's remember that saying \"no\" can be a GREAT thing and may open the door to more conversations about what a person wants to do!","userID":2016,"timestamp":"2014-10-21T08:43:57.49","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3964,"title":"OHOA Modules- Open Hands Open Access","body":"CM community members- I wanted to make sure that you all know about a great, free training resource that supports teams working with students who have deafblindness. I also believe that it would support many of you who are interacting students with complex communication needs whether they have additional sensory losses or not.\r\n\r\nThe multimedia modules are called Open-Hands, Open Access (OHOA) and they were created by a network of national and state deaf-blind projects, university personnel, teachers, parents, and others to address a national need for interveners. What is an intervener, you ask? Check out one of the attached videos to hear more from Gloria about the three essential functions of an intervener for students who are deafblind. If you would like some written information about interveners, please visit: https://nationaldb.org/library/page/2266\r\n\r\nWhat we have found is that the OHOA modules are also useful for other team members, including family members, who want to know more about effective ways to support students who are deafblind. To find out more or to sign up for free please visit: https://nationaldb.org/library/page/2269\r\n\r\nI am also sharing one of my favorite videos that shares the story of a conversation that a teacher and a student have without formal language. This video conveys a profound respect for taking the time to communicate and share experiences with our students who have complex communication needs. Perhaps you, wherever you may be in your journey with students, have similar stories of a point in time when you connected around an activity or experience. In that moment, your \"conversation\" might have led you to a richer understanding of the student a fellow human being--it might have offered you insights into how to gradually support the student into developing more expressive communication skills. \r\n\r\nThis virtual community is about sharing these stories and approaches. We welcome your voices here and through your stories, videos, pictures, or plans, the voices of people with complex communication needs.","userID":2016,"timestamp":"2014-10-23T13:02:51.187","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Free high quality training that was developed with the expertise and passion of many people. Come and get it!","show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2064,"postID":3964,"userID":9043,"timestamp":"2014-10-24T14:58:11.213"}],"PostCollectionItems":[]},{"postID":3965,"title":"Bond between parents and children","body":"Heather beautifully describes the bond between she and her son. She offers good advice to parents who may be feeling overwhelmed.","userID":2016,"timestamp":"2014-10-23T13:23:57.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":54,"collectionID":23,"postID":3965,"quote":"A word about feeling overwhelmed. It may be time to play!"}]},{"postID":3969,"title":"Literacy for all: All Children Can Read","body":"Literacy, like communication, can take many forms. Interacting with a variety of media and literacy materials can help provide students with complex communication needs more opportunities to develop literacy skills. Check out this rich resource created by educators and partners in many states to explore practical approaches to meet the needs of children that you know.\r\nhttp://literacy.nationaldb.org/","userID":2016,"timestamp":"2014-10-27T19:54:13.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3970,"title":"Communication- The Eyes Have It!","body":"Have you ever considered how much the ability to read facial expressions impacts the development of reciprocal interactions? I am sharing this brief article from Science Daily about studies of communications with infants who respond to different facial expressions. Think now about many students who have significant health impairments or those with sensory losses, which can impact this cycle of learning to read facial expressions from caregivers. \r\n\r\nhttp://www.sciencedaily.com/releases/2014/10/141027182223.htm\r\n\r\nWhat are some ways that you know of for compensating for these differences? With touch? With creativity? With routines?","userID":2016,"timestamp":"2014-10-28T13:14:44.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3973,"title":"Free Webinar in Spanish for Parents","body":"Please share this free opportunity with your Spanish speaking families! It is a great way to connect families with others from around the nation with the best resources that we have!","userID":2016,"timestamp":"2014-10-30T14:23:11.533","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3977,"title":"Thoughts about \"Privilege\" and Communication","body":"I happen to love this particular vlogger, Austin Andrews. Charity has shared his work in this forum in the past. In this particular vlog, Austin shares reflections on a hearing person's privilege in the Deaf community and what this means. Please check out his fantastic video that explores the issue of partnership with the Deaf community. \r\n\r\nHowever, Austin's thinking and his reflections caused me to think too about the privilege that we have as communication partners for people with complex communication challenges. In a fast paced world, it is so easy to dominate communication exchanges and not allow people with emergent language skills to fully participate. It takes more time and this is often something that we are the most reluctant to give. One of the charter members of our community, Karen Natoci, offered some beautiful insights in a video interview she gave this past August when we gathered to talk about the outreach and work of this community. Check out her reflections about \"power\" in communication exchanges and how we may share our privilege as people without complex communication challenges.","userID":2016,"timestamp":"2014-11-05T10:09:53.977","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2068,"postID":3977,"userID":1012,"timestamp":"2014-11-06T11:31:30.567"}],"PostCollectionItems":[]},{"postID":3979,"title":"Charity on Using Routines","body":"Here is a great clip of Charity talking about the use of symbols within everyday routines so that learning is natural and easy. Routines also make it easier the child to anticipate what objects mean because it contextualizes the conversation and choice making.","userID":2016,"timestamp":"2014-11-05T21:43:16.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3994,"title":"the power of positioning for access and communication","body":"this simple image of a young woman using a stander at home with a family member reminds me of how important positioning is for people to be able to access communication, and use their sensory channels for engaging in the environment.\r\n\r\nAt work, my colleagues are all getting standing desks for work... I guess I'm one of the Luddites that is holding out on this. Today,I stood to work a bit and I found it changed my processing and perspective, just a bit.\r\n\r\nHave you ever found that supporting a student in a new position or making a simple change in your classroom helped the student participate in a new way?","userID":2016,"timestamp":"2014-11-14T20:35:32.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2071,"postID":3994,"userID":1012,"timestamp":"2014-11-17T10:09:34.577"}],"PostCollectionItems":[]},{"postID":4009,"title":"A beautiful example of using wait time","body":"In this lovely video, a young child with multiple disabilities and deafblindness interacts with an early interventionist. This simple use of a pleasant routine and wait time gives the child an opportunity to interact and show that she's interested!","userID":2016,"timestamp":"2014-11-19T20:33:43.153","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"My theme for this month is implementaiton. What do we do after we complete the Communication Matrix assessment and begin to help kids to develop new skills. Here is a wonderful video clip that demonstrates just how that very early expressive communication might look. The interventionist in this video encourages the child to practice his expressive communication. But if she hadn't waited for the response, we might never have known that he could engage her and, in his own way, ask for more singing!","show":true,"views":273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2075,"postID":4009,"userID":1012,"timestamp":"2014-11-24T14:22:06.197"}],"PostCollectionItems":[]},{"postID":4011,"title":"A special CEC publication on deafblindness","body":"Interested to see what states are implementing related to students who are deafblind? Please see this very special issue published by the Division on Visual Impairment and Deafblindness. This issue is dedicated to the memory of Ethan, a boy with CHARGE syndrome. \r\n\r\nhttp://community.cec.sped.org/dvi/publications","userID":2016,"timestamp":"2014-11-24T22:20:42.527","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":348,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2085,"postID":4030,"userID":9043,"timestamp":"2014-12-03T14:22:38.82"},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05"}],"PostCollectionItems":[]},{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347"}],"PostCollectionItems":[]},{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2116,"postID":4124,"userID":1012,"timestamp":"2015-01-05T13:58:36.17"},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433"},{"starID":2118,"postID":4124,"userID":9043,"timestamp":"2015-01-07T14:35:27.18"}],"PostCollectionItems":[]},{"postID":4146,"title":"Integrating Preferences and Objects in a Calendar or Routine","body":"In this clip, Jennifer, a classroom teacher describes her teamwork with an intervener and a student to embed highly preferred objects into a calendar or routine. \r\n\r\nJennifer's work is an example of some of Charity's own early research in using object symbols with students who are deafblind and other students with emergent communication skills. Still a vibrant and practical idea for supporting emergent communicators! Love how the student's voice is \"heard\" as he plans his activities for the day!","userID":2016,"timestamp":"2015-01-15T10:59:49.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Teacher's testimony on how they begin offering choices using tangible symbols to a student at school and at home, and how this opened up a new world for this individual, for the school staff and the family. ","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2127,"postID":4146,"userID":9043,"timestamp":"2015-01-21T10:27:05.907"},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307"}],"PostCollectionItems":[]},{"postID":4147,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4150,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4155,"title":"Spirit of our community- teaching each other!","body":"Jennifer, a teacher, describes how important it is to continue our \"on the job\" training as professionals. She describes that she didn't know about the Communication Matrix and encourages other educators to share what they know. \r\n\r\nThat is part of what this virtual community is meant to do. We all have some knowledge and insights to share!","userID":2016,"timestamp":"2015-01-15T12:11:03.663","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2129,"postID":4166,"userID":2023,"timestamp":"2015-01-22T11:28:46.8"},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803"}],"PostCollectionItems":[]},{"postID":4259,"title":"Email he wished he had received before son's birth","body":"A father's letter back to his younger self- before his son with complex communication needs was born.\r\n\r\nhttp://themighty.com/2015/01/the-email-i-would-have-written-myself-the-day-before-my-son-was-born/\r\n\r\n","userID":2016,"timestamp":"2015-02-01T09:42:00.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4292,"title":"Nice to meet you and preferences!","body":"It was great to see many on this community at our first charter member call! Your ideas about other resources got me thinking about how much I depend upon preferences to elicit and sustain communication. I thought I'd share this great powerpoint developed by a seasoned teacher and leader named Kathee Scoggins. It has some ways to dig into preferences and has some lovely video clips too.\r\n\r\nhttps://docs.google.com/presentation/d/1rUqQ0eMOBC0yBC2Nb4lyl869Lh5-77BHltVZSYiFn5s/edit?usp=sharing\r\n\r\nMore presentations like these can be found in the Open Hands, Open Access Modules. To sign up visit moodle.nationaldb.org\r\n","userID":2016,"timestamp":"2015-02-10T15:10:28.07","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2158,"postID":4292,"userID":1012,"timestamp":"2015-02-10T15:40:32.327"}],"PostCollectionItems":[]},{"postID":5381,"title":"Behavioral Audiometry","body":"A short video sample of a baby participating in a behavioral audiological test with his mom. Have you seen other ways to assess hearing behaviorally?","userID":2016,"timestamp":"2015-03-09T15:03:02.983","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":172,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5382,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5518,"title":"Balancing Acts and Great Expectations- by David Brown","body":"A dear colleague created this reflection that I wanted to share. Although this is written with families of students who are deaf-blind, it applies to so many parents of children with severe disabilities. Important to think about as professionals who walk with families on their journey.\r\n \r\nhttps://nationaldb.org/forum/thread/606\r\n","userID":2016,"timestamp":"2015-05-08T14:10:54.52","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"This post is a lovely reflection that introduces the balancing the courageous paradox that families of children with severe disabilities must face every day. Please read and reflect. ","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3206,"postID":5518,"userID":1015,"timestamp":"2015-05-10T14:52:35.793"}],"PostCollectionItems":[]},{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317"},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453"},{"starID":3213,"postID":5531,"userID":1012,"timestamp":"2015-05-15T15:51:42.683"},{"starID":3216,"postID":5531,"userID":1015,"timestamp":"2015-05-18T09:28:43.04"},{"starID":3231,"postID":5531,"userID":2023,"timestamp":"2015-06-04T16:31:34.177"}],"PostCollectionItems":[]},{"postID":6633,"title":"A chance to meet Charity at the CHARGE Conference in Chicago!","body":"To CHARGE Families Attending the 12th International CHARGE Syndrome Conference in Chicago\r\n\r\nAre you familiar with the Communication Matrix tool for individuals with complex communication needs?\r\n\r\nhttps://www.communicationmatrix.org/\r\n\r\nHave you used this planning tool with your child directly or with her team?\r\nIf so, we would like to let you know about….\r\n\r\nA special opportunity to attend a small group breakfast meeting at the conference hotel with Dr. Charity Rowland, creator of the Communication Matrix\r\n\r\nThursday, July 30th, 2015\r\n7:30 am- 10:00 am\r\n\r\nThe purpose of the meeting will be to discuss the ways that the Matrix has supported your family member with Dr. Rowland. We also hope to create some social media video clips and pictures that will help spread the word about the CHARGE Foundation and the benefits of the Communication Matrix for people with complex communication needs.\r\nPlease complete this short survey to learn more and to sign up to attend:\r\n\r\nhttps://docs.google.com/forms/d/1O7D2Y1qfUcKrkMaF7xt7Pw3UrxacnY4K_lPFobYEcgM/viewform?c=0&w=1 \r\n","userID":2016,"timestamp":"2015-07-27T11:32:08.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6638,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6639,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6640,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6641,"title":"Nolan Introduces the Communication Matrix at the 12th CHARGE Syndrome conference","body":"We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4248,"postID":6641,"userID":2023,"timestamp":"2015-08-04T11:25:15.737"}],"PostCollectionItems":[]},{"postID":6642,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6643,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323"},{"starID":4290,"postID":6659,"userID":2023,"timestamp":"2015-10-07T09:15:19.123"}],"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]},{"postID":6737,"title":"New Field Tested & Free Learning Modules Available","body":"Last night, with the harvest moon glowing, my team at the National Center on Deaf-Blindness opened up some new, multi-media learning modules that emphasize the importance of routines, concept development, calendar systems and intervention strategies.
Even though this harvest of information was written with students who are deaf-blind in mind, the strategies outlined in them work well with many individuals who have complex communication needs or multiple disabilities. I know from personal and professional experience that many students with multiple disabilities have some type of sensory loss that can go unrecognized.
This month's moderator was also one of our module creators! Welcome Sandy and so glad to have you moderating on the virtual community! Charity Rowland's work is also featured in the modules on communication too.
To see the module topics visit here: https://nationaldb.org/ohoa/modules
To register for FREE visit: https://nationaldb.org/ohoaregister
There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5486,"postID":8078,"userID":39268,"timestamp":"2016-03-02T08:16:12.473"},{"starID":5488,"postID":8078,"userID":9043,"timestamp":"2016-03-02T10:37:15.143"},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38"}],"PostCollectionItems":[]},{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113"}],"PostCollectionItems":[]},{"postID":8515,"title":"So many ways to request! A star moderator- Heather Withrow- a star communicator- Orion","body":"I just love this video for so many reasons! Why not practice filling out a Matrix from this sample? Look at all the behaviors he is using to request and special thanks to Hex and Orion for creating this fantastic movie!
Video descriptions:
0:00- white text against a black and white film setting reads \"Betelgeuse Films\"; a black and white image of a globe spinning with concentric waves emanating from the globe and white clouds against a dark sky
0:05- white text against a black background reads: \"A kid, a burger, a request\"
0:11- a young boy with fair skin and white hair sits shirtless at a table. He is wearing khaki pants and there is evidence of some sauce on his face. He has his index finger on his right hand in his mouth. He is facing a table in a kitchen. There is a burger on a plate in front of him.
0:13- An upclose image of the boy with the finger in his mouth. He is smiling and his eyes are closed forming crescent shapes. Text on the screen reads: 'Who is that kid?\"
0:15- The camera pans back and the boy leans forward in his chair with his hands slightly extended in front of him. His fingers are open. His face is smiling. He leans towards the table with the burger on it.
0:19- A snow white, medium sized dog emerges from under the kitchen table and looks at the boy. The boy appears to be chewing a bit of food. Text on the screen reads: \"Dogs love his crumbs\"
0:22- An upclose shot of the burger on the plate with text on the screen that reads: \"Burgers fear him\"
0:26- A new screen opens with an upclose shot of a mostly empty plate with fragments of American cheese on the side, where the burger used to be.
0:29- A new screen opens with the boy receiving a bit of the burger as an adult's hands bring the burger to his mouth. He chews the food. The text on the screen reads: \"Orion as the hungriest acquaintance you'll ever meet\"
0:33 A new screen opens with Orion beginning to gesture with his hands in front of him, with the burger on the plate on the table in front of him. Text on the screen reads: \"The most thrilling movie you'll ever see\"
0:35- the boy reaches forward and begins to make the sign for more, bringing his hands to his mouth in the shape of the sign sandwhich, with text on the screen that reads: \"Amazing communication\"
0:39- White text on a black screen reads \"Yes, Watch it all right now!\"
0:42- White text on a black screen reads \"Burger Master\", with disco stars exploding behind the text
0:47- Orion leans forward in his chair bringing his hands in front of him in a modified \"C\" shape. The burger rests on the plate on the table in front of him. Orions body wobbles a bit as he leans forward with a slight smile on his face. The white dog passed by his chair and goes under the table. Orion's hands reach forward to touch the surface of the table. He brings his hands together and forms the sign for sandwich and bring his hands to his open mouth. Text on the screen reads: \"More Sandwich\". The adults left hand touches the table near the plate. Orion's hand reaches forward to guide the adult's hand to the plate, he makes eating sounds with his mouth, opening and closing his mouth. Text on the screen reads: \"Grabs a helping hand\"
1:16- the adults hand lifts the burger and brings it down near Orion's hands. Orion continues to open and close his mouth, miming eating. The adult waits for Orion to use his hand to lift her hand with the burger to his mouth. Text on the screen reads: \"Lifts Hand and burger\". Orion takes a big bit of the burger and wipes his mouth with the back of his right hand as the adult puts the burger back on the plate on the table.
1:38- the dog emerges from under the table and looks expectantly at Orion as he chews his food.
1:40- Fade to black screen with white text credits that read: \"iMovie and Betelgeuse Films Present A Betelgeuse Films Production, production in association with imovie. A Withrow Family film, Burger Master, Starring Orion, Edited by Heather Withrow, Music by ITunes, Directed by Heather Withrow, Roman Numerals MMXIV
Here is a blog that I posted about the chance to co-present with Alex Cook and represent the virtual community of practice at the Division of Early Childhood conference at Louisville, KY. I also reflected on one of our fabulous moderators, Heather Withrow and another leader who spoke brilliantly, Dr. Jennifer Grisham-Brown.
http://triwou.org/blog/post/175/dec-communicating-...
","userID":2016,"timestamp":"2016-11-18T01:50:00.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8570,"title":"Just in time for the holidays- a toy list created by another community of practice! ","body":"Hi all, Am sharing this with permission from another network of teachers who developed a list of toys that feature tactile/visual elements for learners with sensory loss. I'm sure many of these items would appeal to students with multiple disabilities! Amy
Hello All, we are excited to share a user-friendly booklet that pulls together a list of tactile/visual friendly toys for young DB learners. This compilation was put together by our Network of Teachers working with DeafBlind Students (NTDB) in the Rochester area of NY. [NTDB is a community of practice for educational team members who work with students with combined hearing and vision loss throughout New York State. This community of practice began in the downstate area of NYS but has been replicated and is active in four regions of the state. The groups generally meet every 6-8 weeks in the evenings and discuss relevant content that is self-identified by the respective members. NTDB provides a unique opportunity for peer-to-peer mentorship that is beyond the constraints of classroom and district settings.]
Just in time for holiday shopping! We have made it available through a downloadable link: http://bit.ly/2glrgZ4
All the best! Susie
Susie
Susanne Morgan Morrow, MA, CI, CT
Project Director, New York Deaf-Blind Collaborative
718-997-4854
www.qc.cuny.edu/community/nydbc
www.facebook.com/pages/New-York-Deaf-Blind-Collabo...
Tis the holiday season and I'm honored to be hosting on the Communication Matrix virtual community during this reflective time of the year. In December, families of all different sizes, with many types of traditions, celebrate and remember the holidays. My theme hosting during these weeks, will be focused on the roles and relationships that siblings of people with complex communication needs play in their lives.
","userID":2016,"timestamp":"2016-12-22T23:47:54.873","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8578,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:25:50.747","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95"},{"starID":5748,"postID":8579,"userID":9043,"timestamp":"2017-01-13T17:33:54.33"}],"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]},{"postID":8580,"title":"Sibling Leadership Network, A National Non-Profit ","body":"As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher and a researcher.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:23:28.087","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8584,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:35:18.667","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8585,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5733,"postID":8585,"userID":2016,"timestamp":"2016-12-26T22:17:12.293"},{"starID":5746,"postID":8585,"userID":9043,"timestamp":"2017-01-13T17:33:49.53"}],"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]},{"postID":8586,"title":"Tip Sheet for Adult Siblings of Persons with Disabilities","body":"As I have been scanning the literature on people with disabilities and their siblings, I have been reading research about what you might intuit to be true, that the strength of the sibling relationship may be based on many factors. One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
","userID":2016,"timestamp":"2016-12-30T03:53:52.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5745,"postID":8586,"userID":9043,"timestamp":"2017-01-13T17:33:46.75"}],"PostCollectionItems":[{"collectionItemID":173,"collectionID":103,"postID":8586,"quote":"This tip sheet has practical thoughts for adult siblings of persons with disabilities."}]},{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3"}],"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]},{"postID":8590,"title":"Sibling Influence and Sibling Intervention","body":"Over the past several weeks, I have been reflecting on siblings of people with multiple disabilities or those with complex communication needs. This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
","userID":2016,"timestamp":"2017-01-09T08:20:48.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1729,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5743,"postID":8590,"userID":9043,"timestamp":"2017-01-13T17:33:21"}],"PostCollectionItems":[{"collectionItemID":175,"collectionID":103,"postID":8590,"quote":"More on the topic of siblings with a strong review of studies that included the siblings of children with autism."}]},{"postID":10103,"title":"Can slowing speech help someone with CVI?","body":"I really enjoyed this short blog. Thought provoking on the ways we use speech to support students with Cortical Visual Impairments (CVI)
http://cviscotland.org/news/go...
","userID":2016,"timestamp":"2017-06-14T20:30:10.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":249,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817"}],"PostCollectionItems":[]}],"Posts1":[{"postID":1332,"title":"Helen Keller Awareness & the World Cup!","body":"In honor of Helen Keller Awareness week see this great (and a bit long) video of how a man who is deaf-blind watches the Brazil team play in the World Cup! \r\n\r\nhttp://www.youtube.com/watch?v=TK2AgzBBvKw&list=UUlTxczZ08DhEygoZNVWdszQ","userID":2016,"timestamp":"2014-06-24T16:07:44.173","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2022,"justification":null,"show":true,"views":840,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1025,"postID":1332,"userID":9043,"timestamp":"2014-06-24T17:59:26.04"},{"starID":1028,"postID":1332,"userID":1015,"timestamp":"2014-06-25T16:30:28.883"}],"PostCollectionItems":[]},{"postID":1336,"title":"A young boy smells lilacs","body":"Sharing a photo for Helen Keller awareness week of a young boy who is savoring the lilacs of spring. Shared by his mother, one of our module creators, from PA. She is using this love to create joint attention... sharing the lilacs together.","userID":2016,"timestamp":"2014-06-24T16:21:18.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2,"justification":null,"show":true,"views":643,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1024,"postID":1336,"userID":9043,"timestamp":"2014-06-24T17:58:43.497"},{"starID":1026,"postID":1336,"userID":1012,"timestamp":"2014-06-25T13:27:46.463"},{"starID":1027,"postID":1336,"userID":1015,"timestamp":"2014-06-25T16:22:22.16"},{"starID":6203,"postID":1336,"userID":370606,"timestamp":"2026-01-26T04:46:48.757"}],"PostCollectionItems":[]},{"postID":1356,"title":"Deafblind Young Adults Support UN Convention","body":"Please see a link to this video which has an audio described and text transcript. It was created by a group of young adults who are deafblind who have formed their own 501.c.3. The editing for the video, the images in the video, and even the music were all written by young adults who are deafblind. Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1030,"postID":1356,"userID":1012,"timestamp":"2014-06-30T10:43:02.717"},{"starID":1031,"postID":1356,"userID":1015,"timestamp":"2014-06-30T10:47:06.123"},{"starID":1033,"postID":1356,"userID":2016,"timestamp":"2014-07-02T10:16:34.387"},{"starID":1040,"postID":1356,"userID":2020,"timestamp":"2014-08-07T10:51:43.57"}],"PostCollectionItems":[]},{"postID":1372,"title":"The Matrix and Parents of Children with Autism in Kyrgyzstan","body":"I recently had a beautiful opportunity to speak to some parents of children with autism in Kyrgyzstan via skype. I was invited by a former doctoral student of mine, Rebecca Sheffield, who is passionate about the rights of persons with disabilities around the world. Rebecca has been doing advocacy work around the UNCRPD and became connected with this family group through those efforts.\r\n\r\nAs the mother of a son on the autism spectrum, I was invited to share some of my own journey as well as professional insights on communication rights and access. This was both a challenge and a pleasure. \r\n\r\nIn the absence of having formal services or access to special education, these families have used their own resources- both intellectual and financial to form a school for their children. Through a network and through the internet, they are inviting people around the world to be a part of their professional development efforts. It is truly an inspiring group.\r\n\r\nBefore the meeting, I spoke with Charity about getting access to the Communication Matrix in Russian. She quickly gave me the materials and we were able to share these with all of the families who reviewed them before the session.\r\n\r\nAs I talked about a personal journey with communication and my deep respect for Charity's work and the design of the Matrix, I felt a profound connection with the families.\r\n\r\nWe talked across at least 7 time zones. They sat in a plain room with a laptop projecting slides about the Matrix, and Rebecca's and my skype images on a wall. Through the camera, I saw these mothers, and one man, a volunteer, sitting in plastic chairs and looking at the camera and the screen. Their translator, Jibeka, performed the slow and herculean task of sharing our messages from English to Kyrgyz (Kyrgyztan is bilingual with the official languages being Kyrgyz and Russian). \r\n\r\nThey asked questions about their daughters and sons. We talked for over 2 hours. When I mentioned that Charity herself was interested in talking with them, there was a hushed silence and then Jibeka and the others on screen smiled broadly and looked at each other. They would be most honored to have her as a guest speaker at a future session.\r\n\r\nAs they prepare to have a visit from the UN, it was wonderful to ponder that some of the work that they would be showing as a part of their efforts to develop programs for their children will be about the Matrix.\r\n\r\nIt is my hope that this wonderful community and this profoundly influential work that Charity has led will impact more children and families around the world.","userID":2016,"timestamp":"2014-07-02T09:37:09.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":746,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1034,"postID":1372,"userID":9043,"timestamp":"2014-07-07T08:42:12.867"}],"PostCollectionItems":[]},{"postID":2609,"title":"Wisdom from Karen","body":"In Karen's interview about the work that she does, she spoke about remembering the difference in power between teachers and students who are developing communication. Can't wait to post her video!","userID":2016,"timestamp":"2014-08-08T11:30:37.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2109,"postID":2609,"userID":1015,"timestamp":"2015-01-01T17:25:20.65"}],"PostCollectionItems":[]},{"postID":2622,"title":"Check on this webinar on mobile devices to support students with significant disabilities!","body":"Register for CEC’s fall 2014 webinars now!\r\n\r\niAccess: Mobile Devices to Enhance Learning for Students with Significant Needs\r\nIn collaboration with the Division for Physical, Health, and Multiple Disabilities (DPHMD)\r\n\r\nThursday, Sept. 11, 2014, 4-5 p.m. ET\r\nPresented by: Alexandra Da Fonte, Victoria Knight, and Bethany McKissick\r\n\r\nhttp://www.cec.sped.org/Professional-Development/Events-Calendar/2014/09/WEB1405?utm_source=cec&utm_medium=email&utm_campaign=webinar&utm_content=WEB1404\r\n","userID":2016,"timestamp":"2014-08-14T15:41:37.503","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":86,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32"},{"starID":1050,"postID":2922,"userID":1012,"timestamp":"2014-10-01T12:01:40.513"}],"PostCollectionItems":[]},{"postID":2933,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2934,"title":"What is this Community all About?","body":"It is a real honor to be a part of Dr. Rowland's efforts to connect people who are interested in supporting individuals with complex communication needs across the globe! \r\n\r\nAs you discover things that work in your own life, with your own students, and in your own practice, we hope that you will share them here. This is a place to come to gather practical information and to find ways to improve what we do with people. Ultimately we know that responsive communication partners and good communication practices can lead to better quality of life for all people, but especially for individuals with complex communication needs. \r\n\r\nWhat do you think about this new video? We would love to know and please share it with your networks!","userID":2016,"timestamp":"2014-10-02T06:41:52.067","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a welcome for the community with a wonderful video that shares the vision of this community.","show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1055,"postID":2934,"userID":1012,"timestamp":"2014-10-09T08:15:53.78"}],"PostCollectionItems":[]},{"postID":2935,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2936,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2937,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2938,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2939,"title":"Have you ever been lost?","body":"Have you ever become lost or disoriented when you were traveling somewhere? It isn't a good experience, is it? \r\n\r\nLast night, I got off of a plane after a long flight and decided to take the metro to my hotel. To make a long story short, I got lost! I thought I knew where I was going, but ended up very disoriented. I walked for several minutes alone, in the dark, on unfamiliar streets before finally finding my way to my hotel... even when using my smart phone. It may seem silly, but when you think you know where you are going, and it isn't working out, it can actually be worse than knowing at the start that you don't know where you are!\r\n\r\nHow does this relate to the Communication Matrix Community of Practice? Well, I was reflecting on my experience last night and remembered how much I have appreciated the Matrix as a tool for helping a team figure out where you are going with a student based upon what she needs. The tool itself and this new community can help orient you to where you are with a student and where you need to go! \r\n\r\nAs a family member of someone with complex communication needs, and as a professional who works with family members, the feeling of being lost or disoriented in what to do to support a person with complex communication needs is a SCARY one! You can think you know where you are going and end up in the wrong place with a person whose needs are not being addressed. The Matrix can help you see what a child is communicating about and it can give you some practical strategies to support her where she is and it can help you know where you want to go to make progress in the communication journey. \r\n\r\nI also was reflecting on my role this month as a moderator in the community. What excites me is that the community provides us with support in \"way finding\" with individuals with complex communication needs. People can offer you advice or support where ever you may be on the path. You can also leave information for others who may be feeling overwhelmed with what to do to support a specific person. \r\n\r\nSo feel free to chime in to offer your thinking about what has helped you along your journey with students or families. And we ENCOURAGE you to ask for directions (even if you have a smart phone)! Hint the PLEASE HELP tag can be used to request that a member of the community respond to specific requests.","userID":2016,"timestamp":"2014-10-02T08:09:33.78","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Sometimes, we all need some direction in our work with individuals with complex communication needs.","show":true,"views":139,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1053,"postID":2939,"userID":1012,"timestamp":"2014-10-03T15:47:07.753"}],"PostCollectionItems":[]},{"postID":2940,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2944,"title":"Identifying Infants and Toddlers with Combined Vision and Hearing Impairments","body":"Did you know that many children with severe or multiple disabilities have sensory impairments but these disabilities might not be recognized or accommodated properly? \r\n\r\nWe know from years of practice and research that early identification of sensory impairments is vital so that very young children can maximize the vision and hearing that they have, sometimes with devices and often with good intervention that involves family members.\r\n\r\nPlease see the attached, newly updated white paper on effective early identification and referral efforts for infants and toddlers who are deaf-blind. For more information about what is going on in your state, please visit: https://nationaldb.org/groups/page/8/early-identification-and-referral\r\n\r\nFinally, Dr. Rowland's work has included many students who are deaf-blind. Be sure to explore the ever growing shared science section of the website.","userID":2016,"timestamp":"2014-10-07T20:23:09.197","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1054,"postID":2944,"userID":9043,"timestamp":"2014-10-08T15:36:39.647"}],"PostCollectionItems":[]},{"postID":2945,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2946,"title":"Open Hands, Open Access modules feature the Communication Matrix","body":"When the Office of Special Education Programs asked the National Center on Deaf-Blindness to make recommendations to improve intervener services, one of the things that state partners, including family members, told our center was that the national community needed access to more high quality training materials, including videos, that anyone could access. Now, you may be asking yourself, what is an intervener? \r\n\r\nIn educational settings, an intervener provides consistent one-to-one support to a student who is deaf-blind, specifically by supporting the student's access to environmental information, communication, and social/emotional engagement. Intervener services are provided by individuals, typically paraeducators, who have specialized training in deaf-blindness and in the process of intervention.\r\n\r\nIn response to this request, one of the recommendations, that happens to be a major part of my job, focuses on the development of this media rich, open access learning resource, called the Open Hands, Open Access Deaf-Blind Intervener Learning Modules. OHOA for short!\r\n\r\nBecause of Dr. Rowland's research and creation of open access materials for people with complex communication needs, it was evident that our center needed to partner with her as an advisor and creative partner. Her work on the Communication Matrix is featured in Module 6: Understanding Communication, which is one of 8 open access modules.\r\n\r\nIt is thrilling to me and to many contributors, including several articulate and passionate parents, that the OHOA modules are being used in states to address the lack of awareness that exists about the intervener practice. Appropriately, the Communication Matrix is a part of addressing the very real needs that educational teams have in serving students who are deaf-blind. \r\n\r\nFor more information and to explore this media rich resource, please visit: https://nationaldb.org/library/page/2269","userID":2016,"timestamp":"2014-10-08T22:11:01.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":471,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2957,"title":"Beautiful Brown Eyes- Sensory Impairments in Children with Multiple Disabilities","body":"And so the song goes-\r\n\r\n\"Beautiful, beautiful brown eyes.\r\nBeautiful, beautiful brown eyes,\r\nBeautiful, beautiful brown eyes, \r\nI'll never love blue eyes again.\"\r\n\r\nHe cradled her in his arms, singing to his daughter, a young girl with cerebral palsy, intellectual, and multiple disabilities. She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. She is still my teacher and I hope through this short story that she will be yours too.","userID":2016,"timestamp":"2014-10-12T13:38:27.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This personal story highlights the power of parent engagement for individuals with multiple disabilities and sensory impairments.","show":true,"views":3230,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1060,"postID":2957,"userID":1012,"timestamp":"2014-10-13T09:32:36.003"},{"starID":1062,"postID":2957,"userID":9043,"timestamp":"2014-10-13T15:37:13.58"}],"PostCollectionItems":[{"collectionItemID":53,"collectionID":23,"postID":2957,"quote":"Our children grow up and change and move on. But sisters are sisters forever. Here's a great story about growing up as sisters."},{"collectionItemID":168,"collectionID":103,"postID":2957,"quote":"This is a reflection on my own relationship with my sister and how she has effected my professional journey"},{"collectionItemID":436,"collectionID":160,"postID":2957,"quote":"Sisters sharing a bond & our experiences may lead to career choices"}]},{"postID":2959,"title":"Concept and Language Development Go Hand in Hand","body":"I wanted to share this great video of an educator working with a young boy with CHARGE syndrome. She is accommodating his vision and hearing loss by using an hands on activity. Notice how she uses multiple means to teach the concept of up, including hand under hand approaches, co-active drawing, and motion.","userID":2016,"timestamp":"2014-10-13T12:48:45.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":222,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2960,"title":"Natural Opportunities for Communication in Family Life","body":"Dr. Rowland has does such a wonderful job in emphasizing the roles of family members and parents as full participants in communication assessment, intervention and planning. \r\n\r\nIn my former role as a professor, I encouraged all of my students to read Home Talk: A Family Assessment of Children who are Deafblind. Here's a link to this rich and practical guide for families: https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf\r\n\r\nThe attached video is a beautiful example of the natural opportunities that everyday routines in the course of the day offer children the chance to intentionally communicate. Joel's mom helps him participate in the exchange by pausing and acknowledging his subtle responses. \r\n\r\nWould love to see some of your own examples of family members building these opportunities to communicate. Feel free to share your own examples!","userID":2016,"timestamp":"2014-10-13T16:31:33.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":653,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1064,"postID":2960,"userID":9043,"timestamp":"2014-10-15T14:33:40.403"}],"PostCollectionItems":[]},{"postID":2961,"title":"Practical advice on a cochlear implant from a parent","body":"Jody, a parent leader, shares a respectful approach in working with her son who has CHARGE Syndrome. Notice how she respects his choice in using the implant and allows him to have control of the device.","userID":2016,"timestamp":"2014-10-14T23:05:54.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1063,"postID":2961,"userID":9043,"timestamp":"2014-10-15T14:29:02.227"}],"PostCollectionItems":[]},{"postID":3961,"title":"Heather describes the importance of hands","body":"I wanted to share this great video in ASL from Heather, a magnificent blogger, parent of a child who is deafblind. In the video, she describes the frontier of the touch sense for students who are deafblind. Though there isn't as much research on sharing attention or having conversations through the touch sense, Heather reminds us of how important this sense is for communication and learning. \r\n\r\nCheck out her blog too for more wisdom: http://hexwit.blogspot.com/","userID":2016,"timestamp":"2014-10-21T08:33:41.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"more video wisdom from a parent. Heather happens to be Deaf, is a blogger and shares insights on the importance of touch for learning.","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2063,"postID":3961,"userID":9043,"timestamp":"2014-10-22T14:51:33.023"}],"PostCollectionItems":[]},{"postID":3962,"title":"Self-Determination- Early Communication","body":"Sometimes as educators or parents we see a child's refusal as a \"bad\" thing... an inconvenience in our busy schedules and routines. Heather shares a story of her son's refusal and recognizes it as an early expression of self-determination- a skill we want to promote! We know that people with complex communication needs often may develop \"learned helplessness\" or a sense of powerlessness in their lives which can lead to increased passivity and depression. Let's remember that saying \"no\" can be a GREAT thing and may open the door to more conversations about what a person wants to do!","userID":2016,"timestamp":"2014-10-21T08:43:57.49","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3964,"title":"OHOA Modules- Open Hands Open Access","body":"CM community members- I wanted to make sure that you all know about a great, free training resource that supports teams working with students who have deafblindness. I also believe that it would support many of you who are interacting students with complex communication needs whether they have additional sensory losses or not.\r\n\r\nThe multimedia modules are called Open-Hands, Open Access (OHOA) and they were created by a network of national and state deaf-blind projects, university personnel, teachers, parents, and others to address a national need for interveners. What is an intervener, you ask? Check out one of the attached videos to hear more from Gloria about the three essential functions of an intervener for students who are deafblind. If you would like some written information about interveners, please visit: https://nationaldb.org/library/page/2266\r\n\r\nWhat we have found is that the OHOA modules are also useful for other team members, including family members, who want to know more about effective ways to support students who are deafblind. To find out more or to sign up for free please visit: https://nationaldb.org/library/page/2269\r\n\r\nI am also sharing one of my favorite videos that shares the story of a conversation that a teacher and a student have without formal language. This video conveys a profound respect for taking the time to communicate and share experiences with our students who have complex communication needs. Perhaps you, wherever you may be in your journey with students, have similar stories of a point in time when you connected around an activity or experience. In that moment, your \"conversation\" might have led you to a richer understanding of the student a fellow human being--it might have offered you insights into how to gradually support the student into developing more expressive communication skills. \r\n\r\nThis virtual community is about sharing these stories and approaches. We welcome your voices here and through your stories, videos, pictures, or plans, the voices of people with complex communication needs.","userID":2016,"timestamp":"2014-10-23T13:02:51.187","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Free high quality training that was developed with the expertise and passion of many people. Come and get it!","show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2064,"postID":3964,"userID":9043,"timestamp":"2014-10-24T14:58:11.213"}],"PostCollectionItems":[]},{"postID":3965,"title":"Bond between parents and children","body":"Heather beautifully describes the bond between she and her son. She offers good advice to parents who may be feeling overwhelmed.","userID":2016,"timestamp":"2014-10-23T13:23:57.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":54,"collectionID":23,"postID":3965,"quote":"A word about feeling overwhelmed. It may be time to play!"}]},{"postID":3969,"title":"Literacy for all: All Children Can Read","body":"Literacy, like communication, can take many forms. Interacting with a variety of media and literacy materials can help provide students with complex communication needs more opportunities to develop literacy skills. Check out this rich resource created by educators and partners in many states to explore practical approaches to meet the needs of children that you know.\r\nhttp://literacy.nationaldb.org/","userID":2016,"timestamp":"2014-10-27T19:54:13.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3970,"title":"Communication- The Eyes Have It!","body":"Have you ever considered how much the ability to read facial expressions impacts the development of reciprocal interactions? I am sharing this brief article from Science Daily about studies of communications with infants who respond to different facial expressions. Think now about many students who have significant health impairments or those with sensory losses, which can impact this cycle of learning to read facial expressions from caregivers. \r\n\r\nhttp://www.sciencedaily.com/releases/2014/10/141027182223.htm\r\n\r\nWhat are some ways that you know of for compensating for these differences? With touch? With creativity? With routines?","userID":2016,"timestamp":"2014-10-28T13:14:44.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3973,"title":"Free Webinar in Spanish for Parents","body":"Please share this free opportunity with your Spanish speaking families! It is a great way to connect families with others from around the nation with the best resources that we have!","userID":2016,"timestamp":"2014-10-30T14:23:11.533","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3977,"title":"Thoughts about \"Privilege\" and Communication","body":"I happen to love this particular vlogger, Austin Andrews. Charity has shared his work in this forum in the past. In this particular vlog, Austin shares reflections on a hearing person's privilege in the Deaf community and what this means. Please check out his fantastic video that explores the issue of partnership with the Deaf community. \r\n\r\nHowever, Austin's thinking and his reflections caused me to think too about the privilege that we have as communication partners for people with complex communication challenges. In a fast paced world, it is so easy to dominate communication exchanges and not allow people with emergent language skills to fully participate. It takes more time and this is often something that we are the most reluctant to give. One of the charter members of our community, Karen Natoci, offered some beautiful insights in a video interview she gave this past August when we gathered to talk about the outreach and work of this community. Check out her reflections about \"power\" in communication exchanges and how we may share our privilege as people without complex communication challenges.","userID":2016,"timestamp":"2014-11-05T10:09:53.977","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2068,"postID":3977,"userID":1012,"timestamp":"2014-11-06T11:31:30.567"}],"PostCollectionItems":[]},{"postID":3979,"title":"Charity on Using Routines","body":"Here is a great clip of Charity talking about the use of symbols within everyday routines so that learning is natural and easy. Routines also make it easier the child to anticipate what objects mean because it contextualizes the conversation and choice making.","userID":2016,"timestamp":"2014-11-05T21:43:16.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3994,"title":"the power of positioning for access and communication","body":"this simple image of a young woman using a stander at home with a family member reminds me of how important positioning is for people to be able to access communication, and use their sensory channels for engaging in the environment.\r\n\r\nAt work, my colleagues are all getting standing desks for work... I guess I'm one of the Luddites that is holding out on this. Today,I stood to work a bit and I found it changed my processing and perspective, just a bit.\r\n\r\nHave you ever found that supporting a student in a new position or making a simple change in your classroom helped the student participate in a new way?","userID":2016,"timestamp":"2014-11-14T20:35:32.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2071,"postID":3994,"userID":1012,"timestamp":"2014-11-17T10:09:34.577"}],"PostCollectionItems":[]},{"postID":4009,"title":"A beautiful example of using wait time","body":"In this lovely video, a young child with multiple disabilities and deafblindness interacts with an early interventionist. This simple use of a pleasant routine and wait time gives the child an opportunity to interact and show that she's interested!","userID":2016,"timestamp":"2014-11-19T20:33:43.153","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"My theme for this month is implementaiton. What do we do after we complete the Communication Matrix assessment and begin to help kids to develop new skills. Here is a wonderful video clip that demonstrates just how that very early expressive communication might look. The interventionist in this video encourages the child to practice his expressive communication. But if she hadn't waited for the response, we might never have known that he could engage her and, in his own way, ask for more singing!","show":true,"views":273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2075,"postID":4009,"userID":1012,"timestamp":"2014-11-24T14:22:06.197"}],"PostCollectionItems":[]},{"postID":4011,"title":"A special CEC publication on deafblindness","body":"Interested to see what states are implementing related to students who are deafblind? Please see this very special issue published by the Division on Visual Impairment and Deafblindness. This issue is dedicated to the memory of Ethan, a boy with CHARGE syndrome. \r\n\r\nhttp://community.cec.sped.org/dvi/publications","userID":2016,"timestamp":"2014-11-24T22:20:42.527","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":348,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2085,"postID":4030,"userID":9043,"timestamp":"2014-12-03T14:22:38.82"},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05"}],"PostCollectionItems":[]},{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347"}],"PostCollectionItems":[]},{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2116,"postID":4124,"userID":1012,"timestamp":"2015-01-05T13:58:36.17"},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433"},{"starID":2118,"postID":4124,"userID":9043,"timestamp":"2015-01-07T14:35:27.18"}],"PostCollectionItems":[]},{"postID":4146,"title":"Integrating Preferences and Objects in a Calendar or Routine","body":"In this clip, Jennifer, a classroom teacher describes her teamwork with an intervener and a student to embed highly preferred objects into a calendar or routine. \r\n\r\nJennifer's work is an example of some of Charity's own early research in using object symbols with students who are deafblind and other students with emergent communication skills. Still a vibrant and practical idea for supporting emergent communicators! Love how the student's voice is \"heard\" as he plans his activities for the day!","userID":2016,"timestamp":"2015-01-15T10:59:49.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Teacher's testimony on how they begin offering choices using tangible symbols to a student at school and at home, and how this opened up a new world for this individual, for the school staff and the family. ","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2127,"postID":4146,"userID":9043,"timestamp":"2015-01-21T10:27:05.907"},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307"}],"PostCollectionItems":[]},{"postID":4147,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4150,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4155,"title":"Spirit of our community- teaching each other!","body":"Jennifer, a teacher, describes how important it is to continue our \"on the job\" training as professionals. She describes that she didn't know about the Communication Matrix and encourages other educators to share what they know. \r\n\r\nThat is part of what this virtual community is meant to do. We all have some knowledge and insights to share!","userID":2016,"timestamp":"2015-01-15T12:11:03.663","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2129,"postID":4166,"userID":2023,"timestamp":"2015-01-22T11:28:46.8"},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803"}],"PostCollectionItems":[]},{"postID":4259,"title":"Email he wished he had received before son's birth","body":"A father's letter back to his younger self- before his son with complex communication needs was born.\r\n\r\nhttp://themighty.com/2015/01/the-email-i-would-have-written-myself-the-day-before-my-son-was-born/\r\n\r\n","userID":2016,"timestamp":"2015-02-01T09:42:00.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4292,"title":"Nice to meet you and preferences!","body":"It was great to see many on this community at our first charter member call! Your ideas about other resources got me thinking about how much I depend upon preferences to elicit and sustain communication. I thought I'd share this great powerpoint developed by a seasoned teacher and leader named Kathee Scoggins. It has some ways to dig into preferences and has some lovely video clips too.\r\n\r\nhttps://docs.google.com/presentation/d/1rUqQ0eMOBC0yBC2Nb4lyl869Lh5-77BHltVZSYiFn5s/edit?usp=sharing\r\n\r\nMore presentations like these can be found in the Open Hands, Open Access Modules. To sign up visit moodle.nationaldb.org\r\n","userID":2016,"timestamp":"2015-02-10T15:10:28.07","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2158,"postID":4292,"userID":1012,"timestamp":"2015-02-10T15:40:32.327"}],"PostCollectionItems":[]},{"postID":5381,"title":"Behavioral Audiometry","body":"A short video sample of a baby participating in a behavioral audiological test with his mom. Have you seen other ways to assess hearing behaviorally?","userID":2016,"timestamp":"2015-03-09T15:03:02.983","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":172,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5382,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5518,"title":"Balancing Acts and Great Expectations- by David Brown","body":"A dear colleague created this reflection that I wanted to share. Although this is written with families of students who are deaf-blind, it applies to so many parents of children with severe disabilities. Important to think about as professionals who walk with families on their journey.\r\n \r\nhttps://nationaldb.org/forum/thread/606\r\n","userID":2016,"timestamp":"2015-05-08T14:10:54.52","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"This post is a lovely reflection that introduces the balancing the courageous paradox that families of children with severe disabilities must face every day. Please read and reflect. ","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3206,"postID":5518,"userID":1015,"timestamp":"2015-05-10T14:52:35.793"}],"PostCollectionItems":[]},{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317"},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453"},{"starID":3213,"postID":5531,"userID":1012,"timestamp":"2015-05-15T15:51:42.683"},{"starID":3216,"postID":5531,"userID":1015,"timestamp":"2015-05-18T09:28:43.04"},{"starID":3231,"postID":5531,"userID":2023,"timestamp":"2015-06-04T16:31:34.177"}],"PostCollectionItems":[]},{"postID":6633,"title":"A chance to meet Charity at the CHARGE Conference in Chicago!","body":"To CHARGE Families Attending the 12th International CHARGE Syndrome Conference in Chicago\r\n\r\nAre you familiar with the Communication Matrix tool for individuals with complex communication needs?\r\n\r\nhttps://www.communicationmatrix.org/\r\n\r\nHave you used this planning tool with your child directly or with her team?\r\nIf so, we would like to let you know about….\r\n\r\nA special opportunity to attend a small group breakfast meeting at the conference hotel with Dr. Charity Rowland, creator of the Communication Matrix\r\n\r\nThursday, July 30th, 2015\r\n7:30 am- 10:00 am\r\n\r\nThe purpose of the meeting will be to discuss the ways that the Matrix has supported your family member with Dr. Rowland. We also hope to create some social media video clips and pictures that will help spread the word about the CHARGE Foundation and the benefits of the Communication Matrix for people with complex communication needs.\r\nPlease complete this short survey to learn more and to sign up to attend:\r\n\r\nhttps://docs.google.com/forms/d/1O7D2Y1qfUcKrkMaF7xt7Pw3UrxacnY4K_lPFobYEcgM/viewform?c=0&w=1 \r\n","userID":2016,"timestamp":"2015-07-27T11:32:08.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6638,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6639,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6640,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6641,"title":"Nolan Introduces the Communication Matrix at the 12th CHARGE Syndrome conference","body":"We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4248,"postID":6641,"userID":2023,"timestamp":"2015-08-04T11:25:15.737"}],"PostCollectionItems":[]},{"postID":6642,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6643,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323"},{"starID":4290,"postID":6659,"userID":2023,"timestamp":"2015-10-07T09:15:19.123"}],"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]},{"postID":6737,"title":"New Field Tested & Free Learning Modules Available","body":"Last night, with the harvest moon glowing, my team at the National Center on Deaf-Blindness opened up some new, multi-media learning modules that emphasize the importance of routines, concept development, calendar systems and intervention strategies.
Even though this harvest of information was written with students who are deaf-blind in mind, the strategies outlined in them work well with many individuals who have complex communication needs or multiple disabilities. I know from personal and professional experience that many students with multiple disabilities have some type of sensory loss that can go unrecognized.
This month's moderator was also one of our module creators! Welcome Sandy and so glad to have you moderating on the virtual community! Charity Rowland's work is also featured in the modules on communication too.
To see the module topics visit here: https://nationaldb.org/ohoa/modules
To register for FREE visit: https://nationaldb.org/ohoaregister
There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5486,"postID":8078,"userID":39268,"timestamp":"2016-03-02T08:16:12.473"},{"starID":5488,"postID":8078,"userID":9043,"timestamp":"2016-03-02T10:37:15.143"},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38"}],"PostCollectionItems":[]},{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113"}],"PostCollectionItems":[]},{"postID":8515,"title":"So many ways to request! A star moderator- Heather Withrow- a star communicator- Orion","body":"I just love this video for so many reasons! Why not practice filling out a Matrix from this sample? Look at all the behaviors he is using to request and special thanks to Hex and Orion for creating this fantastic movie!
Video descriptions:
0:00- white text against a black and white film setting reads \"Betelgeuse Films\"; a black and white image of a globe spinning with concentric waves emanating from the globe and white clouds against a dark sky
0:05- white text against a black background reads: \"A kid, a burger, a request\"
0:11- a young boy with fair skin and white hair sits shirtless at a table. He is wearing khaki pants and there is evidence of some sauce on his face. He has his index finger on his right hand in his mouth. He is facing a table in a kitchen. There is a burger on a plate in front of him.
0:13- An upclose image of the boy with the finger in his mouth. He is smiling and his eyes are closed forming crescent shapes. Text on the screen reads: 'Who is that kid?\"
0:15- The camera pans back and the boy leans forward in his chair with his hands slightly extended in front of him. His fingers are open. His face is smiling. He leans towards the table with the burger on it.
0:19- A snow white, medium sized dog emerges from under the kitchen table and looks at the boy. The boy appears to be chewing a bit of food. Text on the screen reads: \"Dogs love his crumbs\"
0:22- An upclose shot of the burger on the plate with text on the screen that reads: \"Burgers fear him\"
0:26- A new screen opens with an upclose shot of a mostly empty plate with fragments of American cheese on the side, where the burger used to be.
0:29- A new screen opens with the boy receiving a bit of the burger as an adult's hands bring the burger to his mouth. He chews the food. The text on the screen reads: \"Orion as the hungriest acquaintance you'll ever meet\"
0:33 A new screen opens with Orion beginning to gesture with his hands in front of him, with the burger on the plate on the table in front of him. Text on the screen reads: \"The most thrilling movie you'll ever see\"
0:35- the boy reaches forward and begins to make the sign for more, bringing his hands to his mouth in the shape of the sign sandwhich, with text on the screen that reads: \"Amazing communication\"
0:39- White text on a black screen reads \"Yes, Watch it all right now!\"
0:42- White text on a black screen reads \"Burger Master\", with disco stars exploding behind the text
0:47- Orion leans forward in his chair bringing his hands in front of him in a modified \"C\" shape. The burger rests on the plate on the table in front of him. Orions body wobbles a bit as he leans forward with a slight smile on his face. The white dog passed by his chair and goes under the table. Orion's hands reach forward to touch the surface of the table. He brings his hands together and forms the sign for sandwich and bring his hands to his open mouth. Text on the screen reads: \"More Sandwich\". The adults left hand touches the table near the plate. Orion's hand reaches forward to guide the adult's hand to the plate, he makes eating sounds with his mouth, opening and closing his mouth. Text on the screen reads: \"Grabs a helping hand\"
1:16- the adults hand lifts the burger and brings it down near Orion's hands. Orion continues to open and close his mouth, miming eating. The adult waits for Orion to use his hand to lift her hand with the burger to his mouth. Text on the screen reads: \"Lifts Hand and burger\". Orion takes a big bit of the burger and wipes his mouth with the back of his right hand as the adult puts the burger back on the plate on the table.
1:38- the dog emerges from under the table and looks expectantly at Orion as he chews his food.
1:40- Fade to black screen with white text credits that read: \"iMovie and Betelgeuse Films Present A Betelgeuse Films Production, production in association with imovie. A Withrow Family film, Burger Master, Starring Orion, Edited by Heather Withrow, Music by ITunes, Directed by Heather Withrow, Roman Numerals MMXIV
Here is a blog that I posted about the chance to co-present with Alex Cook and represent the virtual community of practice at the Division of Early Childhood conference at Louisville, KY. I also reflected on one of our fabulous moderators, Heather Withrow and another leader who spoke brilliantly, Dr. Jennifer Grisham-Brown.
http://triwou.org/blog/post/175/dec-communicating-...
","userID":2016,"timestamp":"2016-11-18T01:50:00.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8570,"title":"Just in time for the holidays- a toy list created by another community of practice! ","body":"Hi all, Am sharing this with permission from another network of teachers who developed a list of toys that feature tactile/visual elements for learners with sensory loss. I'm sure many of these items would appeal to students with multiple disabilities! Amy
Hello All, we are excited to share a user-friendly booklet that pulls together a list of tactile/visual friendly toys for young DB learners. This compilation was put together by our Network of Teachers working with DeafBlind Students (NTDB) in the Rochester area of NY. [NTDB is a community of practice for educational team members who work with students with combined hearing and vision loss throughout New York State. This community of practice began in the downstate area of NYS but has been replicated and is active in four regions of the state. The groups generally meet every 6-8 weeks in the evenings and discuss relevant content that is self-identified by the respective members. NTDB provides a unique opportunity for peer-to-peer mentorship that is beyond the constraints of classroom and district settings.]
Just in time for holiday shopping! We have made it available through a downloadable link: http://bit.ly/2glrgZ4
All the best! Susie
Susie
Susanne Morgan Morrow, MA, CI, CT
Project Director, New York Deaf-Blind Collaborative
718-997-4854
www.qc.cuny.edu/community/nydbc
www.facebook.com/pages/New-York-Deaf-Blind-Collabo...
Tis the holiday season and I'm honored to be hosting on the Communication Matrix virtual community during this reflective time of the year. In December, families of all different sizes, with many types of traditions, celebrate and remember the holidays. My theme hosting during these weeks, will be focused on the roles and relationships that siblings of people with complex communication needs play in their lives.
","userID":2016,"timestamp":"2016-12-22T23:47:54.873","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8578,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:25:50.747","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95"},{"starID":5748,"postID":8579,"userID":9043,"timestamp":"2017-01-13T17:33:54.33"}],"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]},{"postID":8580,"title":"Sibling Leadership Network, A National Non-Profit ","body":"As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher and a researcher.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:23:28.087","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8584,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:35:18.667","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8585,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5733,"postID":8585,"userID":2016,"timestamp":"2016-12-26T22:17:12.293"},{"starID":5746,"postID":8585,"userID":9043,"timestamp":"2017-01-13T17:33:49.53"}],"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]},{"postID":8586,"title":"Tip Sheet for Adult Siblings of Persons with Disabilities","body":"As I have been scanning the literature on people with disabilities and their siblings, I have been reading research about what you might intuit to be true, that the strength of the sibling relationship may be based on many factors. One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
","userID":2016,"timestamp":"2016-12-30T03:53:52.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5745,"postID":8586,"userID":9043,"timestamp":"2017-01-13T17:33:46.75"}],"PostCollectionItems":[{"collectionItemID":173,"collectionID":103,"postID":8586,"quote":"This tip sheet has practical thoughts for adult siblings of persons with disabilities."}]},{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3"}],"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]},{"postID":8590,"title":"Sibling Influence and Sibling Intervention","body":"Over the past several weeks, I have been reflecting on siblings of people with multiple disabilities or those with complex communication needs. This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
","userID":2016,"timestamp":"2017-01-09T08:20:48.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1729,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5743,"postID":8590,"userID":9043,"timestamp":"2017-01-13T17:33:21"}],"PostCollectionItems":[{"collectionItemID":175,"collectionID":103,"postID":8590,"quote":"More on the topic of siblings with a strong review of studies that included the siblings of children with autism."}]},{"postID":10103,"title":"Can slowing speech help someone with CVI?","body":"I really enjoyed this short blog. Thought provoking on the ways we use speech to support students with Cortical Visual Impairments (CVI)
http://cviscotland.org/news/go...
","userID":2016,"timestamp":"2017-06-14T20:30:10.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":249,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817"}],"PostCollectionItems":[]}]}},{"collectionID":102,"name":"Language Comprehension","description":"Language comprehension, or receptive language, serves as the silent foundation on which expressive communication skills are built. In this collection, we share information about language comprehension developmental stages, tips for encouraging language comprehension development, and a discussion of approaches for assessing language comprehension.","dateCreated":"2016-12-12T19:40:38.737","bio":"Evelyn Fisher is a 5th year graduate student in the clinical neuropsychology PhD program at Georgia State University. Her research interests relate to the development of language and literacy in children with disabilities, as well as cognitive mechanism underlying vocabulary acquisition in typically developing children and late talking toddlers. \n\nCasy Walker, M.Ed., CCC-SLP, is a speech- language pathologist pursuing her doctorate in developmental psychology. As a clinician and researcher, she is interested in using literacy to develop language skills.\n\nPhebe Albert is a second year student in the clinical neuropsychology Ph.D. program at Georgia State University. She received her B.S. in psychology from the University of Florida. Her research interests are in developmental assessment and AAC intervention for children with developmental disabilities, as well as differential diagnosis in pediatric populations with impaired cognitive and language abilities, including children with intellectual disability and autism spectrum disorder. ","published":true,"userID":21453,"PostCollectionItems":[{"collectionItemID":163,"collectionID":102,"postID":8571,"quote":"","Post":{"postID":8571,"title":"Introduction to Comprehension","body":"Language comprehension is the ability to understand spoken language. The term is often used interchangeably with receptive language. A child’s language comprehension is the combined product of several components, including lexical,syntactic, and pragmatic knowledge. Additionally, factors outside of the domain of language, such as social cognition, perceptual reasoning, memory, and processing speed, play important roles in supporting comprehension and contributing to its development over time.
Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
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(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
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in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
While there are challenges to identifying comprehension through assessment and in conversation, I will share a few strategies I use to check for comprehension when working with individuals with complex communication needs.
During most activities, asking a simple question that is inconsistent with the story or pictures allows for an early attention check. For example, if reading a page where two characters are dancing, I might ask, “Are they painting?” Many times, individuals will respond (i.e., look at me like I am crazy) because obviously, they are not painting they are dancing. Although this strategy does not assess what specifically they understand, it does help check if they are paying attention and also that they understood the question asked. It can also be a strategy to facilitate expressive language by having them correct you and share the correct verb or phrase.
Another classic strategy to check for comprehension is to provide choices using verbal expression or picture symbols. While reading a story, I would prepare many different story grammar symbols from the book including verbs, characters, settings, and emotions.Depending on the level of the communicator, using different types of symbols can also help identify where the breakdown in comprehension might be occurring.If you ask a “who” question and they provide you a picture symbol of a“place,\" then they might not yet comprehend the difference between “who”and “where” questions. My favorite way to use this strategy is with the GoTalkapp. Before reading a book, I take pictures within the book (and other books)and load them into a 4x4 matrix, one matrix for each question that I would like to ask. This app allows you to tailor the number of pictures to adapt it for each individual.
Since I am also a dancer, I love to incorporate movement and music into my activities. To check for comprehension of verbs, I will often act them out and have my students act them out with me when possible. If I see a challenging or new verb (e.g., tripped) when reading a story, I act it out and label the word with a picture symbol and spoken word.If students are able, I have them act it out also to demonstrate that they understood the meaning of the verb.
These are only three strategies tocheck and facilitate comprehension in individuals. Do you use similar strategies? What comprehension checks are your favorites?
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","lastLogin":"2016-12-12T13:21:38.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Georgia State University","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:04:35.07","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5724,"postID":8571,"userID":21453,"timestamp":"2016-12-14T17:19:11.683"},{"starID":5725,"postID":8572,"userID":21453,"timestamp":"2016-12-14T17:29:25.307"},{"starID":5726,"postID":8575,"userID":21453,"timestamp":"2016-12-21T16:48:45.517"}],"UserTypeLookups":[]},"User1":{"userID":21453,"userName":"efisher7","email":"efisher7@student.gsu.edu","photo":"/Uploads/photo_21453.jpg","firstName":"Evelyn","lastName":"Fisher","city":"Atlanta","stateID":"GA","bio":"Evelyn Fisher is a 5th year graduate student in the clinical neuropsychology PhD program at Georgia State University. Her research interests relate to the development of language and literacy in children with disabilities, as well as cognitive mechanism underlying vocabulary acquisition in typically developing children and late talking toddlers. ","lastLogin":"2016-12-12T13:21:38.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Georgia State University","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:04:35.07","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5724,"postID":8571,"userID":21453,"timestamp":"2016-12-14T17:19:11.683"},{"starID":5725,"postID":8572,"userID":21453,"timestamp":"2016-12-14T17:29:25.307"},{"starID":5726,"postID":8575,"userID":21453,"timestamp":"2016-12-21T16:48:45.517"}],"UserTypeLookups":[]}}},{"collectionItemID":166,"collectionID":102,"postID":8575,"quote":"","Post":{"postID":8575,"title":"Comprehension in AAC Users, by Phebe Albert","body":"What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
Language comprehension is the ability to understand spoken language. The term is often used interchangeably with receptive language. A child’s language comprehension is the combined product of several components, including lexical,syntactic, and pragmatic knowledge. Additionally, factors outside of the domain of language, such as social cognition, perceptual reasoning, memory, and processing speed, play important roles in supporting comprehension and contributing to its development over time.
Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
Yew, S. G. K., & O’Kearney, R.
(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
prospective studies. Journal Of Child Psychology And Psychiatry, And Allied
Disciplines, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Yoder, P., Watson, L. R., & Lambert,
W. (2015). Value-Added Predictors of Expressive and Receptive Language Growth
in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
While there are challenges to identifying comprehension through assessment and in conversation, I will share a few strategies I use to check for comprehension when working with individuals with complex communication needs.
During most activities, asking a simple question that is inconsistent with the story or pictures allows for an early attention check. For example, if reading a page where two characters are dancing, I might ask, “Are they painting?” Many times, individuals will respond (i.e., look at me like I am crazy) because obviously, they are not painting they are dancing. Although this strategy does not assess what specifically they understand, it does help check if they are paying attention and also that they understood the question asked. It can also be a strategy to facilitate expressive language by having them correct you and share the correct verb or phrase.
Another classic strategy to check for comprehension is to provide choices using verbal expression or picture symbols. While reading a story, I would prepare many different story grammar symbols from the book including verbs, characters, settings, and emotions.Depending on the level of the communicator, using different types of symbols can also help identify where the breakdown in comprehension might be occurring.If you ask a “who” question and they provide you a picture symbol of a“place,\" then they might not yet comprehend the difference between “who”and “where” questions. My favorite way to use this strategy is with the GoTalkapp. Before reading a book, I take pictures within the book (and other books)and load them into a 4x4 matrix, one matrix for each question that I would like to ask. This app allows you to tailor the number of pictures to adapt it for each individual.
Since I am also a dancer, I love to incorporate movement and music into my activities. To check for comprehension of verbs, I will often act them out and have my students act them out with me when possible. If I see a challenging or new verb (e.g., tripped) when reading a story, I act it out and label the word with a picture symbol and spoken word.If students are able, I have them act it out also to demonstrate that they understood the meaning of the verb.
These are only three strategies tocheck and facilitate comprehension in individuals. Do you use similar strategies? What comprehension checks are your favorites?
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Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
Language comprehension is the ability to understand spoken language. The term is often used interchangeably with receptive language. A child’s language comprehension is the combined product of several components, including lexical,syntactic, and pragmatic knowledge. Additionally, factors outside of the domain of language, such as social cognition, perceptual reasoning, memory, and processing speed, play important roles in supporting comprehension and contributing to its development over time.
Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
Yew, S. G. K., & O’Kearney, R.
(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
prospective studies. Journal Of Child Psychology And Psychiatry, And Allied
Disciplines, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Yoder, P., Watson, L. R., & Lambert,
W. (2015). Value-Added Predictors of Expressive and Receptive Language Growth
in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
While there are challenges to identifying comprehension through assessment and in conversation, I will share a few strategies I use to check for comprehension when working with individuals with complex communication needs.
During most activities, asking a simple question that is inconsistent with the story or pictures allows for an early attention check. For example, if reading a page where two characters are dancing, I might ask, “Are they painting?” Many times, individuals will respond (i.e., look at me like I am crazy) because obviously, they are not painting they are dancing. Although this strategy does not assess what specifically they understand, it does help check if they are paying attention and also that they understood the question asked. It can also be a strategy to facilitate expressive language by having them correct you and share the correct verb or phrase.
Another classic strategy to check for comprehension is to provide choices using verbal expression or picture symbols. While reading a story, I would prepare many different story grammar symbols from the book including verbs, characters, settings, and emotions.Depending on the level of the communicator, using different types of symbols can also help identify where the breakdown in comprehension might be occurring.If you ask a “who” question and they provide you a picture symbol of a“place,\" then they might not yet comprehend the difference between “who”and “where” questions. My favorite way to use this strategy is with the GoTalkapp. Before reading a book, I take pictures within the book (and other books)and load them into a 4x4 matrix, one matrix for each question that I would like to ask. This app allows you to tailor the number of pictures to adapt it for each individual.
Since I am also a dancer, I love to incorporate movement and music into my activities. To check for comprehension of verbs, I will often act them out and have my students act them out with me when possible. If I see a challenging or new verb (e.g., tripped) when reading a story, I act it out and label the word with a picture symbol and spoken word.If students are able, I have them act it out also to demonstrate that they understood the meaning of the verb.
These are only three strategies tocheck and facilitate comprehension in individuals. Do you use similar strategies? What comprehension checks are your favorites?
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Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005).
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
Language comprehension is the ability to understand spoken language. The term is often used interchangeably with receptive language. A child’s language comprehension is the combined product of several components, including lexical,syntactic, and pragmatic knowledge. Additionally, factors outside of the domain of language, such as social cognition, perceptual reasoning, memory, and processing speed, play important roles in supporting comprehension and contributing to its development over time.
Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
Yew, S. G. K., & O’Kearney, R.
(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
prospective studies. Journal Of Child Psychology And Psychiatry, And Allied
Disciplines, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Yoder, P., Watson, L. R., & Lambert,
W. (2015). Value-Added Predictors of Expressive and Receptive Language Growth
in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
While there are challenges to identifying comprehension through assessment and in conversation, I will share a few strategies I use to check for comprehension when working with individuals with complex communication needs.
During most activities, asking a simple question that is inconsistent with the story or pictures allows for an early attention check. For example, if reading a page where two characters are dancing, I might ask, “Are they painting?” Many times, individuals will respond (i.e., look at me like I am crazy) because obviously, they are not painting they are dancing. Although this strategy does not assess what specifically they understand, it does help check if they are paying attention and also that they understood the question asked. It can also be a strategy to facilitate expressive language by having them correct you and share the correct verb or phrase.
Another classic strategy to check for comprehension is to provide choices using verbal expression or picture symbols. While reading a story, I would prepare many different story grammar symbols from the book including verbs, characters, settings, and emotions.Depending on the level of the communicator, using different types of symbols can also help identify where the breakdown in comprehension might be occurring.If you ask a “who” question and they provide you a picture symbol of a“place,\" then they might not yet comprehend the difference between “who”and “where” questions. My favorite way to use this strategy is with the GoTalkapp. Before reading a book, I take pictures within the book (and other books)and load them into a 4x4 matrix, one matrix for each question that I would like to ask. This app allows you to tailor the number of pictures to adapt it for each individual.
Since I am also a dancer, I love to incorporate movement and music into my activities. To check for comprehension of verbs, I will often act them out and have my students act them out with me when possible. If I see a challenging or new verb (e.g., tripped) when reading a story, I act it out and label the word with a picture symbol and spoken word.If students are able, I have them act it out also to demonstrate that they understood the meaning of the verb.
These are only three strategies tocheck and facilitate comprehension in individuals. Do you use similar strategies? What comprehension checks are your favorites?
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Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005).
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
Bilingual language development is a common experience across the globe with an estimated 50% of the world’s children growing up exposed to more than one language (Crystal, 2003). Thus, it seems logical that our discussion of supporting children with complex communication needs includes children who grow up in bilingual and multilingual environments. Evidence from the literature related to bilingual language development in typically developing children points to no substantial negative effects of bilingual language development and possible cognitive advantages (Bialystok et al., 2009).
However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
Posted on behalf of Gal Kaldes.
Gal is a PhD student at Georgia State University and a licensed speech-language pathologist. Her research interests include early AAC intervention and symbol acquisition in young children with moderate to severe cognitive and language delays
As speech-language pathologist who has worked in south Florida public schools, I have had many children from bilanguage families on my caseload. My students were pre-kindergartners with various types of developmental delays, and nearly all of them presented with a moderate to severe language disorder.
Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. They were concerned that exposure to more than one language would hinder their child’s progress. Most speech-language pathologists are aware that this is not the case; yet I have been present when other professionals (e.g., teachers, school psychologists, etc.) have been quick to tell parents to only speak English to their child. Reversing this notion in an educational setting is challenging due to its counter-intuitive nature.
In my experience, I have had to educate parents as well as other members of the IEP team about the misconceptions of bilingualism in children with language and cognitive impairments. According to emerging literature, children with language delays, autism, and cognitive disabilities are able to learn language skills in bilingual as well as monolingual environments (Kay-Raining Bird et al., 2005; Ohashi, 2012; Petersen, Marinova-Todd, and Mirenda, 2012). I also educate parents on the importance of providing good language models rather than switching to English. It is probably more helpful to encourage use of accurate linguistic representations in the primary language over poor models in English.
I grew up in a home where the primary language was not English, so I can personally speak for the cultural benefits of a heritage language. I am able to interact with my extended family members who do not live in the United States. I can participate in activities that are culturally meaningful to our family. According to Yu (2013), heritage languages in minority homes encourage intimacy, attachment, and cultural identity. The transmission of family values through heritage languages may also provide a richer context for the development of social language skills.
From an intervention standpoint, showing deference to cultural and linguistic preferences can potentially increase the use of AAC (Alternative Augmentative Communication) supports to the home environment. Irrelevant vocabulary and culturally-inappropriate picture symbols are a few reasons for lack of implementation of AAC strategies in the home (Soto & Yu, 2013). Addressing these cultural and linguistic barriers can facilitate collaborative goal setting between the clinician and family members involved in the child’s intervention program.
References
Kay-Raining Bird, E. , Cleave , P. L., Trudeau, N., Thordardottir, E. , Sutton, A. , & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187 – 199.
Ohashi, J. K., Mirenda, P., M arinova-Todd, S . , H ambly , C ., Fombonne, E. , Szatmari , P . , &Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890 – 897.
Petersen, J. M., Marinova-Todd , S., &Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499 – 1503. doi: 10.1007/s10803 -011-1366 -y2194770910.1007 /s10803-011-1366-y
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use Augmentative and Alternative Communication. AAC: Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu , B . (2013) . Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10 – 24. doi: 10.1044/1058-0360(2012/10-0078)
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","userID":20555,"timestamp":"2016-12-08T01:42:47.86","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":539,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5721,"postID":8566,"userID":9043,"timestamp":"2016-12-13T17:29:28.467"}],"PostCollectionItems":[{"collectionItemID":160,"collectionID":101,"postID":8566,"quote":"Research review"}]},{"postID":8568,"title":"Intervention Considerations for Promoting Friendships Among Children who Use AAC and their Peers","body":"Certainly, increasing peer interactions among children who use AAC is an important step in improving children’s social competence. Yet, being able to promote meaningful, quality friendships is a broader, long-term issue. The probability of a child adapting to AAC as a means of communication is contingent on how well their surroundings respond to their communication via AAC. Timely and appropriate responses to the child’s communication are some of the factors that influence the child’s likelihood to use AAC. Given that the child who uses AAC spends the majority of her time with her parents and her classmates, how should interventionists decide what vocabulary should be made available on the Speech Generating Device with the consideration of the child’s communication, physical, nourishment, and communication needs without friendships losing its importance? How might current intervention programs promote the development of friendships?
Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
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However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
Posted on behalf of Gal Kaldes.
Gal is a PhD student at Georgia State University and a licensed speech-language pathologist. Her research interests include early AAC intervention and symbol acquisition in young children with moderate to severe cognitive and language delays
As speech-language pathologist who has worked in south Florida public schools, I have had many children from bilanguage families on my caseload. My students were pre-kindergartners with various types of developmental delays, and nearly all of them presented with a moderate to severe language disorder.
Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. They were concerned that exposure to more than one language would hinder their child’s progress. Most speech-language pathologists are aware that this is not the case; yet I have been present when other professionals (e.g., teachers, school psychologists, etc.) have been quick to tell parents to only speak English to their child. Reversing this notion in an educational setting is challenging due to its counter-intuitive nature.
In my experience, I have had to educate parents as well as other members of the IEP team about the misconceptions of bilingualism in children with language and cognitive impairments. According to emerging literature, children with language delays, autism, and cognitive disabilities are able to learn language skills in bilingual as well as monolingual environments (Kay-Raining Bird et al., 2005; Ohashi, 2012; Petersen, Marinova-Todd, and Mirenda, 2012). I also educate parents on the importance of providing good language models rather than switching to English. It is probably more helpful to encourage use of accurate linguistic representations in the primary language over poor models in English.
I grew up in a home where the primary language was not English, so I can personally speak for the cultural benefits of a heritage language. I am able to interact with my extended family members who do not live in the United States. I can participate in activities that are culturally meaningful to our family. According to Yu (2013), heritage languages in minority homes encourage intimacy, attachment, and cultural identity. The transmission of family values through heritage languages may also provide a richer context for the development of social language skills.
From an intervention standpoint, showing deference to cultural and linguistic preferences can potentially increase the use of AAC (Alternative Augmentative Communication) supports to the home environment. Irrelevant vocabulary and culturally-inappropriate picture symbols are a few reasons for lack of implementation of AAC strategies in the home (Soto & Yu, 2013). Addressing these cultural and linguistic barriers can facilitate collaborative goal setting between the clinician and family members involved in the child’s intervention program.
References
Kay-Raining Bird, E. , Cleave , P. L., Trudeau, N., Thordardottir, E. , Sutton, A. , & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187 – 199.
Ohashi, J. K., Mirenda, P., M arinova-Todd, S . , H ambly , C ., Fombonne, E. , Szatmari , P . , &Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890 – 897.
Petersen, J. M., Marinova-Todd , S., &Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499 – 1503. doi: 10.1007/s10803 -011-1366 -y2194770910.1007 /s10803-011-1366-y
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use Augmentative and Alternative Communication. AAC: Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu , B . (2013) . Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10 – 24. doi: 10.1044/1058-0360(2012/10-0078)
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Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
","userID":20555,"timestamp":"2016-12-10T21:08:33.637","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5720,"postID":8568,"userID":9043,"timestamp":"2016-12-13T17:29:27.28"},{"starID":5730,"postID":8568,"userID":2016,"timestamp":"2016-12-23T20:48:09.63"}],"PostCollectionItems":[{"collectionItemID":162,"collectionID":101,"postID":8568,"quote":"Intervention Considerations"}]},{"postID":8589,"title":"How do Bilingual Children with Language and Cognitive Impairments Compare with Monolingual Children? ","body":"Bilingual language development is a common experience across the globe with an estimated 50% of the world’s children growing up exposed to more than one language (Crystal, 2003). Thus, it seems logical that our discussion of supporting children with complex communication needs includes children who grow up in bilingual and multilingual environments. Evidence from the literature related to bilingual language development in typically developing children points to no substantial negative effects of bilingual language development and possible cognitive advantages (Bialystok et al., 2009).
However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
Posted on behalf of Gal Kaldes.
Gal is a PhD student at Georgia State University and a licensed speech-language pathologist. Her research interests include early AAC intervention and symbol acquisition in young children with moderate to severe cognitive and language delays
As speech-language pathologist who has worked in south Florida public schools, I have had many children from bilanguage families on my caseload. My students were pre-kindergartners with various types of developmental delays, and nearly all of them presented with a moderate to severe language disorder.
Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. They were concerned that exposure to more than one language would hinder their child’s progress. Most speech-language pathologists are aware that this is not the case; yet I have been present when other professionals (e.g., teachers, school psychologists, etc.) have been quick to tell parents to only speak English to their child. Reversing this notion in an educational setting is challenging due to its counter-intuitive nature.
In my experience, I have had to educate parents as well as other members of the IEP team about the misconceptions of bilingualism in children with language and cognitive impairments. According to emerging literature, children with language delays, autism, and cognitive disabilities are able to learn language skills in bilingual as well as monolingual environments (Kay-Raining Bird et al., 2005; Ohashi, 2012; Petersen, Marinova-Todd, and Mirenda, 2012). I also educate parents on the importance of providing good language models rather than switching to English. It is probably more helpful to encourage use of accurate linguistic representations in the primary language over poor models in English.
I grew up in a home where the primary language was not English, so I can personally speak for the cultural benefits of a heritage language. I am able to interact with my extended family members who do not live in the United States. I can participate in activities that are culturally meaningful to our family. According to Yu (2013), heritage languages in minority homes encourage intimacy, attachment, and cultural identity. The transmission of family values through heritage languages may also provide a richer context for the development of social language skills.
From an intervention standpoint, showing deference to cultural and linguistic preferences can potentially increase the use of AAC (Alternative Augmentative Communication) supports to the home environment. Irrelevant vocabulary and culturally-inappropriate picture symbols are a few reasons for lack of implementation of AAC strategies in the home (Soto & Yu, 2013). Addressing these cultural and linguistic barriers can facilitate collaborative goal setting between the clinician and family members involved in the child’s intervention program.
References
Kay-Raining Bird, E. , Cleave , P. L., Trudeau, N., Thordardottir, E. , Sutton, A. , & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187 – 199.
Ohashi, J. K., Mirenda, P., M arinova-Todd, S . , H ambly , C ., Fombonne, E. , Szatmari , P . , &Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890 – 897.
Petersen, J. M., Marinova-Todd , S., &Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499 – 1503. doi: 10.1007/s10803 -011-1366 -y2194770910.1007 /s10803-011-1366-y
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use Augmentative and Alternative Communication. AAC: Augmentative and Alternative Communication, 30(1), 83-92. doi:10.3109/07434618.2013.878751
Yu , B . (2013) . Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10 – 24. doi: 10.1044/1058-0360(2012/10-0078)
","userID":20555,"timestamp":"2017-01-13T02:56:36.067","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5741,"postID":8592,"userID":9043,"timestamp":"2017-01-13T17:33:16.25"},{"starID":5901,"postID":8592,"userID":53872,"timestamp":"2018-02-20T15:29:33.61"},{"starID":6084,"postID":8592,"userID":114174,"timestamp":"2019-12-12T00:32:09.527"}],"PostCollectionItems":[{"collectionItemID":177,"collectionID":104,"postID":8592,"quote":"Concerned bilingual parents of children on my caseload have asked me whether they should use their native language at home when speaking to their child. "}]}]}},{"collectionID":98,"name":"AAC Implementation: Authentic communication and participation...How much fun are we having?","description":"As I prepared to begin this collection, I read and/or re-read the collections from previous Guest Hosts who have shared research, insights, clinical applications, and rich experiences about supporting individuals who have complex communication needs (CCN) and communicate using AAC. I hope to add to the community by sharing ideas, insights and experiences about teaching language and implementing AAC during natural interactions, daily activities, and routines. \n","dateCreated":"2016-11-20T04:36:27.563","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, school, day program, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","published":true,"userID":14433,"PostCollectionItems":[{"collectionItemID":156,"collectionID":98,"postID":8540,"quote":"Fun is key to AAC!","Post":{"postID":8540,"title":"What does fun have to do with AAC implementation?","body":"We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
","userID":14433,"timestamp":"2016-11-20T22:27:46.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3232,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5707,"postID":8540,"userID":9407,"timestamp":"2016-11-20T23:21:26.55","User":{"userID":9407,"userName":"Armen","email":"ispeakpodd@gmail.com","photo":"/Uploads/photo_9407.jpg","firstName":"Armen","lastName":"Gulian","city":"Detroit","stateID":"MI","bio":"Hmmmm I am just another bozo on this aac boat. I have the pleasure of working with students that have severe to profound sensory, motor, cognitive and communication needs. SLP in Detroit Area living the life. The posts are my own, the wisdom included is from others.\n\nBig thanks to all my students and colleagues who let me stumble into their lives and rooms.\n\n","lastLogin":"2016-04-25T11:49:17.193","admin":false,"website":"","noShowEmail":true,"twitter":"@ispeakpodd","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:01:48.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[]}},{"starID":5715,"postID":8540,"userID":2016,"timestamp":"2016-12-02T21:19:10.507","User":{"userID":2016,"userName":"Amy Parker","email":"parkeamy@gmail.com","photo":"/Uploads/photo_2016.jpg","firstName":"Amy","lastName":"Parker","city":"Monmouth","stateID":"OR","bio":"I have 20 years experience in working with people who are deaf-blind as an employment specialist, independent living teacher, in-home parent trainer and advocate. 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I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":157,"collectionID":98,"postID":8547,"quote":"Thanksgiving fun","Post":{"postID":8547,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
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","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":158,"collectionID":98,"postID":8560,"quote":"Groups are real, and they are fun!","Post":{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
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I have doctorate in special education with an emphasis in deaf-blindness and a certification in orientation and mobility in 2009 through an OSEP funded leadership and enrichment fellowship. \n\nThe Communication Matrix is one of the best assessments I have ever used to empower the teams and families of those that serve students with significant disabilities.","lastLogin":"2016-04-10T12:53:33.407","admin":false,"website":"http://amytparker.com/","noShowEmail":true,"twitter":"","facebook":"https://www.facebook.com/amytollersonparker","charter":true,"organization1":"","organization2":"National Center on Deaf-Blindness","staff":true,"emailer":"None","lastEmailSent":"2020-02-10T23:00:31.417","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":16723,"userID":2016,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":16724,"userID":2016,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}},{"userTypeLookupID":16725,"userID":2016,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}],"User":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. 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","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":14433,"userName":"Jill Tullman","email":"jtullman@aac-therapy.com","photo":"/Uploads/photo_14433.jpg","firstName":"Jill","lastName":"Tullman","city":"Denver","stateID":"CO","bio":"I am a Speech-Language Pathologist and owner of an AAC private practice, Jill Tullman & Associates, in Colorado. I have worked with children, teens, and young adults, who have complex communication needs and communicate using AAC technologies, and their families, schools, day programs, and intervention teams since 1992. Prior to starting my practice, I worked in hospital, clinic and public school settings in Colorado, California, and Oregon. ","lastLogin":"2016-08-18T03:18:32.497","admin":false,"website":"aac-therapy.com","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/Jill-Tullman-Associates-216509381769580/?ref=bookmarks","charter":false,"organization1":"Jill Tullman & Associates","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:02:13.213","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":16337,"userID":14433,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":8540,"title":"What does fun have to do with AAC implementation?","body":"We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
","userID":14433,"timestamp":"2016-11-20T22:27:46.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3232,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5707,"postID":8540,"userID":9407,"timestamp":"2016-11-20T23:21:26.55"},{"starID":5715,"postID":8540,"userID":2016,"timestamp":"2016-12-02T21:19:10.507"},{"starID":5873,"postID":8540,"userID":39664,"timestamp":"2017-08-30T22:22:02.763"}],"PostCollectionItems":[{"collectionItemID":156,"collectionID":98,"postID":8540,"quote":"Fun is key to AAC!"}]},{"postID":8545,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T19:28:59.597","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8546,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T19:36:29.74","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8547,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:50:57.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1217,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5716,"postID":8547,"userID":2016,"timestamp":"2016-12-02T21:21:22.397"}],"PostCollectionItems":[{"collectionItemID":157,"collectionID":98,"postID":8547,"quote":"Thanksgiving fun"}]},{"postID":8548,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T19:47:47.38","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8549,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some ofOlivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:54:59.707","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8550,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some ofOlivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:55:22.333","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":28,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8551,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some ofOlivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:56:05.957","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8552,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:57:39.41","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8553,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:58:05.443","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8554,"title":"","body":"","userID":14433,"timestamp":"2016-11-26T20:00:32.77","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8555,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:33:11.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8556,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo' game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC system less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:35:26.103","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8557,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo' game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC system less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:37:53.37","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8558,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo' game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC system less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:46:08.917","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
","userID":14433,"timestamp":"2016-12-01T03:13:20.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5704,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5713,"postID":8560,"userID":2016,"timestamp":"2016-12-02T21:18:35.053"}],"PostCollectionItems":[{"collectionItemID":158,"collectionID":98,"postID":8560,"quote":"Groups are real, and they are fun!"},{"collectionItemID":200,"collectionID":106,"postID":8560,"quote":"AAC Implementation: Authentic communication and participation...How much fun are we having? This collection focuses on building community/friendships. Lots of great examples."},{"collectionItemID":267,"collectionID":121,"postID":8560,"quote":""}]}],"Posts1":[{"postID":8540,"title":"What does fun have to do with AAC implementation?","body":"We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
","userID":14433,"timestamp":"2016-11-20T22:27:46.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3232,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5707,"postID":8540,"userID":9407,"timestamp":"2016-11-20T23:21:26.55"},{"starID":5715,"postID":8540,"userID":2016,"timestamp":"2016-12-02T21:19:10.507"},{"starID":5873,"postID":8540,"userID":39664,"timestamp":"2017-08-30T22:22:02.763"}],"PostCollectionItems":[{"collectionItemID":156,"collectionID":98,"postID":8540,"quote":"Fun is key to AAC!"}]},{"postID":8545,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T19:28:59.597","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8546,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T19:36:29.74","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8547,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:50:57.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1217,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5716,"postID":8547,"userID":2016,"timestamp":"2016-12-02T21:21:22.397"}],"PostCollectionItems":[{"collectionItemID":157,"collectionID":98,"postID":8547,"quote":"Thanksgiving fun"}]},{"postID":8548,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T19:47:47.38","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8549,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some ofOlivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:54:59.707","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8550,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some ofOlivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:55:22.333","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":28,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8551,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some ofOlivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:56:05.957","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8552,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:57:39.41","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8553,"title":"Thanksgiving is....","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals are being targeted?
","userID":14433,"timestamp":"2016-11-26T19:58:05.443","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8554,"title":"","body":"","userID":14433,"timestamp":"2016-11-26T20:00:32.77","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8555,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:33:11.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8556,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo' game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC system less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:35:26.103","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8557,"title":"","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo' game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC system less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:37:53.37","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8558,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo' game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC system less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC
system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:46:08.917","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
","userID":14433,"timestamp":"2016-12-01T03:13:20.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5704,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5713,"postID":8560,"userID":2016,"timestamp":"2016-12-02T21:18:35.053"}],"PostCollectionItems":[{"collectionItemID":158,"collectionID":98,"postID":8560,"quote":"Groups are real, and they are fun!"},{"collectionItemID":200,"collectionID":106,"postID":8560,"quote":"AAC Implementation: Authentic communication and participation...How much fun are we having? This collection focuses on building community/friendships. Lots of great examples."},{"collectionItemID":267,"collectionID":121,"postID":8560,"quote":""}]}]}},{"collectionID":92,"name":"My Top Tips on Communicating with People with Sensory Impairments","description":"I will be posting some of the techniques that I have used over the years that I have been privileged to be involved with individuals who are deaf-blind. These are strategies for encouraging reciprocal communication. I look forward to your suggestions, too!","dateCreated":"2016-11-02T14:27:43.113","bio":null,"published":true,"userID":18159,"PostCollectionItems":[{"collectionItemID":143,"collectionID":92,"postID":8520,"quote":"The sheer quantity of opportunities for communication is critical","Post":{"postID":8520,"title":"Quantity vs. Quality","body":"Hi, I am Kathee Scoggin. Over the years as an educator and consultant I have worked in Ohio, Illinois, Arizona, California and Washington State. \"Upping\" the quantity as well as the quality of communication for students who are deaf-blind and are prelinguistic has always been of interest to me.We often talk about communication and many of us know we are referring to facial expressions, gestures, body movement, speech, sign pictures, tactile symbols and other forms of communication.
How many times in a day or hour do you communicate in any form? Did you text someone to tell him you love him? Did you frown at someone when they said something you didn't like or agree with? Mark every time you communicate in just an hour when you are around people or are connected to him or her. What number did you get? I got 52 times. That is almost one a minute.
Now think of your child or student who is prelinguistic or nonverbal and count the number of times they communicate or try to communicate in an hour. What are you doing to \"up\" that number?
","userID":6433,"timestamp":"2016-11-01T17:33:21.933","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1833,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}},{"starID":5704,"postID":8521,"userID":19628,"timestamp":"2016-11-10T04:14:40.247","User":{"userID":19628,"userName":"JessicaVialpando","email":"vialpand@skschools.org","photo":null,"firstName":"Jessica","lastName":"Vialpando","city":"","stateID":null,"bio":"","lastLogin":"2016-11-10T03:48:50.23","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-24T23:03:47.297","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":26968,"userID":19628,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. 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Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":151,"collectionID":92,"postID":8530,"quote":"","Post":{"postID":8530,"title":"Opportunities for Communicating for students who are deaf-blind and prelinguistic","body":"Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Even babies let us know what they want!
1. Make careful observations of the child's behaviors so you can interpret their meanings, e.g., \"I want xxx or I like xx\" or \"I don't want xxx or I don't like xxx\"
These refusal and requests are the first communicative behaviors that all children demonstrate. When adults Interpret and promptly respond to these refusal and requests, the very young child discovers the power of communication and learn to use these behaviors intentionally.
Turn-taking games developed by imitating a child's actions provide the foundation for later conversations. If a child vocalizes \"ba-ba\" then imitate the child's
vocalization when he or she pauses. If the child taps your hand then imitate the finger tapping on the child's hand. Research has identified this
important strategy as an evidence-based practice. Last December, Heather Withrow shared her family's terrific communication strategies used with her wonderful son Orion. In the next post from her collection, watch Orion and his father in their tactile tapping conversation.
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
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I've seen my share of IEPs and feverently celebrate little accomplishments!\n\nMy blog, \"A Mom's Musings\", is at http://hexwit.blogspot.com and I'm on Facebook as \"A Mom's Musings: Orion the Kid\".\n\n(Profile picture description: A white-haired DeafBlind 6 year-old boy sits on his Deaf mom’s lap, both are touching a green apple. Mom is sitting on the grass with legs straight. A fence is slightly visible in the background behind lush hydrangeas adorned with vividly blue blossoms. Photo credit: Hildy Lightfoot, a.k.a. Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[]}},{"starID":4402,"postID":6913,"userID":2016,"timestamp":"2015-12-08T21:41:55.023","User":{"userID":2016,"userName":"Amy Parker","email":"parkeamy@gmail.com","photo":"/Uploads/photo_2016.jpg","firstName":"Amy","lastName":"Parker","city":"Monmouth","stateID":"OR","bio":"I have 20 years experience in working with people who are deaf-blind as an employment specialist, independent living teacher, in-home parent trainer and advocate. 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I'm a first year graduate student at California State Northridge in Speech and Language Pathology. I have a bachelor's degree in Linguistics with Sociocultural Emphasis. The reason why I decided to become an SLP was through my experience working on on-call as an Instructional Aid. It was here that I saw at first-hand the work of a school-based SLP. The level of attention and care catered to one student is what really drew my attention. From then on I wanted to pursue the career of Speech and Language Pathology. I have an inclination towards the area of AAC/AT and Multilingual Assessment. I hope to be another contributing member to the SLP community in both ASHA and CSHA.","lastLogin":"2016-03-10T17:42:44.53","admin":false,"website":null,"noShowEmail":false,"twitter":"@rockman20xx","facebook":"www.facebook.com/rockman20xx","charter":false,"organization1":"CSUN","organization2":null,"staff":false,"emailer":"Daily","lastEmailSent":"2020-10-03T23:01:18.753","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":6797,"userID":6596,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}},{"userTypeLookupID":6798,"userID":6596,"userTypeID":1007,"type":"Student","UserType":{"userTypeID":1007,"type":"Other Professional","main":false,"largeIcon":"OLarge.png","smallIcon":"OSmall.png"}}]}},{"starID":6106,"postID":6913,"userID":14050,"timestamp":"2020-09-16T16:35:53.14","User":{"userID":14050,"userName":"mmeachum@scsdb.org","email":"mmeachum@scsdb.org","photo":"","firstName":"Marcy ","lastName":"Meachum","city":"","stateID":"SC","bio":"I am a certified teacher in the following areas: general education (K-6th), special education (Birth-21), special needs pre-school and as a teacher for students with visual impairments. 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","lastLogin":"2016-08-03T15:39:50.293","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"South Carolina DeafBlind Project","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:14:36.05","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":68215,"userID":14050,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}],"User":{"userID":6476,"userName":"HeatherWithrow","email":"skyhex2@mac.com","photo":"/Uploads/photo_6476.jpg","firstName":"Heather","lastName":"Withrow","city":"Austin","stateID":"TX","bio":"My name is Heather \"Hex\" Withrow, I'm a Deaf artist, tinkerer, track & field coach, blogger, wife, DeafBlind learning topics nerd, FaceBook addict mom of three kids (in order from oldest to youngest): a Deaf son (11), a hearing daughter (10), and a DeafBlind son, Orion (6). I've seen my share of IEPs and feverently celebrate little accomplishments!\n\nMy blog, \"A Mom's Musings\", is at http://hexwit.blogspot.com and I'm on Facebook as \"A Mom's Musings: Orion the Kid\".\n\n(Profile picture description: A white-haired DeafBlind 6 year-old boy sits on his Deaf mom’s lap, both are touching a green apple. Mom is sitting on the grass with legs straight. A fence is slightly visible in the background behind lush hydrangeas adorned with vividly blue blossoms. Photo credit: Hildy Lightfoot, a.k.a. Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]},"User1":{"userID":6476,"userName":"HeatherWithrow","email":"skyhex2@mac.com","photo":"/Uploads/photo_6476.jpg","firstName":"Heather","lastName":"Withrow","city":"Austin","stateID":"TX","bio":"My name is Heather \"Hex\" Withrow, I'm a Deaf artist, tinkerer, track & field coach, blogger, wife, DeafBlind learning topics nerd, FaceBook addict mom of three kids (in order from oldest to youngest): a Deaf son (11), a hearing daughter (10), and a DeafBlind son, Orion (6). I've seen my share of IEPs and feverently celebrate little accomplishments!\n\nMy blog, \"A Mom's Musings\", is at http://hexwit.blogspot.com and I'm on Facebook as \"A Mom's Musings: Orion the Kid\".\n\n(Profile picture description: A white-haired DeafBlind 6 year-old boy sits on his Deaf mom’s lap, both are touching a green apple. Mom is sitting on the grass with legs straight. A fence is slightly visible in the background behind lush hydrangeas adorned with vividly blue blossoms. Photo credit: Hildy Lightfoot, a.k.a. Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]}}},{"collectionItemID":149,"collectionID":93,"postID":8205,"quote":"Thanks to Jenn Hayes for sharing her experience with our PLAI strategies- These strategies were field tested with a group of early interventionists and 27 caregivers of young children (8-48 months) with sensory and multiple disabilities.\nProject procedures and findings are explained in this article:\n\nChen, D., Klein, M.D., & Haney, M. (2007). Promoting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum. Infants & Young Children, 20, 149-162.\n\n","Post":{"postID":8205,"title":"Let's PLAI!","body":"Module1: Understanding Your Child'sCues
We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
Check out this terrific website of strategies and video clips:
Penn State Early Intervention for young children with autism, cerebral palsy, Down syndrome, and other disabilities
http://aackids.psu.edu/index.php/page/show/id/1
Strategies are organized under the following steps
1. identify contexts
2. Provide effective means
3. Select appropriate vocabulary
4. Set up the environment
5. Use interaction strategies
This sequence is helpful for all early communicators- from infants to older school age children!
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My research interests include motivational, educational, and neurological development of children of all ages and developmental capabilities. I also volunteer in the Developmental Brain Imaging Lab at OHSU. I am looking forward to helping to bring speech pathologists, special education teachers, and parents together in a safe, supportive environment.","lastLogin":"2015-11-13T13:36:34.46","admin":true,"website":"http://communicationmatrix.org/","noShowEmail":false,"twitter":"","facebook":"","charter":true,"organization1":"Communication Matrix","organization2":"","staff":true,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:23.34","highContrast":false,"resetToken":"8bb1e26f-b84d-4d7d-827e-c3b6035aeee8","resetTokenExpiration":"2016-01-19T17:00:09.123","receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":54632,"userID":1012,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}},{"starID":5699,"postID":8529,"userID":8731,"timestamp":"2016-11-05T01:18:40.16","User":{"userID":8731,"userName":"Dee Steinbach","email":"deesteinbach@gmail.com","photo":"/Uploads/photo_8731.jpg","firstName":"Dee","lastName":"Steinbach","city":"Baldwin City","stateID":"KS","bio":"I am an occupational therapist with a passion for working to provide accessibility to communication and literacy skills for students who have the most complex learning needs.","lastLogin":"2016-04-19T17:35:53.347","admin":false,"website":"https://sites.google.com/site/thejoyofoccupationaltherapy/","noShowEmail":false,"twitter":"","facebook":"Dee Steinbach","charter":false,"organization1":"USD 348","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:04:01.65","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":82458,"userID":8731,"userTypeID":3,"type":null,"UserType":{"userTypeID":3,"type":"Occupational Therapist","main":true,"largeIcon":"OTLarge.png","smallIcon":"OTSmall.png"}}]}}],"User":{"userID":9354,"userName":"deborah.chen@csun.edu","email":"deborah.chen@csun.edu","photo":"/Uploads/photo_9354.jpg","firstName":"Deborah","lastName":"Chen","city":"Los Angeles","stateID":"CA","bio":"Deborah Chen, Ph.D., is a recently retired professor, Department of Special Education, at California State University, Northridge, where she coordinated the early childhood special education program, taught courses, and supervised student teachers in this specialization. She holds three California special education teaching credentials with authorizations for children who are deaf and hard of hearing, deaf-blind, and have severe disabilities. Dr. Chen has experiences as an early interventionist, special education teacher, program administrator, teacher trainer, and researcher in the areas of early intervention, multiple disabilities, visual impairments, and hearing loss. Her federally funded projects, research, print and multimedia publications have focused on recommended and evidence based early intervention practices, caregiver-child interactions, early communication with children who have sensory and additional disabilities, tactile strategies with children who have visual and additional disabilities, assessing young children who are deaf-blind, dual language learning in children with disabilities, and collaborating with families of diverse linguistic and cultural backgrounds. Dr. Chen has provided professional development and consultation nationally and internationally with programs serving families and their young children with multiple and sensory disabilities.","lastLogin":"2016-04-24T02:47:27.507","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"California State University, Northridge","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:04:30.007","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5711,"postID":8534,"userID":9354,"timestamp":"2016-11-30T00:11:48.473"}],"UserTypeLookups":[{"userTypeLookupID":15701,"userID":9354,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":15702,"userID":9354,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":9354,"userName":"deborah.chen@csun.edu","email":"deborah.chen@csun.edu","photo":"/Uploads/photo_9354.jpg","firstName":"Deborah","lastName":"Chen","city":"Los Angeles","stateID":"CA","bio":"Deborah Chen, Ph.D., is a recently retired professor, Department of Special Education, at California State University, Northridge, where she coordinated the early childhood special education program, taught courses, and supervised student teachers in this specialization. She holds three California special education teaching credentials with authorizations for children who are deaf and hard of hearing, deaf-blind, and have severe disabilities. Dr. Chen has experiences as an early interventionist, special education teacher, program administrator, teacher trainer, and researcher in the areas of early intervention, multiple disabilities, visual impairments, and hearing loss. Her federally funded projects, research, print and multimedia publications have focused on recommended and evidence based early intervention practices, caregiver-child interactions, early communication with children who have sensory and additional disabilities, tactile strategies with children who have visual and additional disabilities, assessing young children who are deaf-blind, dual language learning in children with disabilities, and collaborating with families of diverse linguistic and cultural backgrounds. Dr. Chen has provided professional development and consultation nationally and internationally with programs serving families and their young children with multiple and sensory disabilities.","lastLogin":"2016-04-24T02:47:27.507","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"California State University, Northridge","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:04:30.007","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5711,"postID":8534,"userID":9354,"timestamp":"2016-11-30T00:11:48.473"}],"UserTypeLookups":[{"userTypeLookupID":15701,"userID":9354,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":15702,"userID":9354,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":152,"collectionID":93,"postID":8531,"quote":"Playing turn taking games & reading stories promote early literacy learning","Post":{"postID":8531,"title":"Caregiver-infant interaction promotes early literacy development","body":"Turn-taking games and reading stories help young children develop early literacy skills. Check out the Center for Early Literacy Learning (CELL)
http://www.earlyliteracylearning.org A rich resource of evidence-based strategies to promote early literacy learning with infants, toddlers, and preschoolers with disabilities.
The website provides parent practice guides (English and Spanish) and practitioner practice guides with suggestions and strategies that are easy to understand and implement; videos; and research syntheses that review studies and summarize findings on a range of topics that provide the evidence-base for the practice guides. Some of my favorite research reviews address \"Assistive technology and relationship to communication and literacy development\"; \"Influence of sign and oral interventions on the speech and oral language production of young children with disabilities\"; \"Tactile and object exploration among young children with visual impairment\"; \"Development of infant and toddler mark-making and scribbling\"; and \"Effects of reading to infants and toddlers on their language development\"; and \"Effects of adult verbal and vocal contingent responsiveness on increases in infant vocalization\"
","userID":9354,"timestamp":"2016-11-08T06:09:53.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1546,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":9354,"userName":"deborah.chen@csun.edu","email":"deborah.chen@csun.edu","photo":"/Uploads/photo_9354.jpg","firstName":"Deborah","lastName":"Chen","city":"Los Angeles","stateID":"CA","bio":"Deborah Chen, Ph.D., is a recently retired professor, Department of Special Education, at California State University, Northridge, where she coordinated the early childhood special education program, taught courses, and supervised student teachers in this specialization. She holds three California special education teaching credentials with authorizations for children who are deaf and hard of hearing, deaf-blind, and have severe disabilities. Dr. Chen has experiences as an early interventionist, special education teacher, program administrator, teacher trainer, and researcher in the areas of early intervention, multiple disabilities, visual impairments, and hearing loss. Her federally funded projects, research, print and multimedia publications have focused on recommended and evidence based early intervention practices, caregiver-child interactions, early communication with children who have sensory and additional disabilities, tactile strategies with children who have visual and additional disabilities, assessing young children who are deaf-blind, dual language learning in children with disabilities, and collaborating with families of diverse linguistic and cultural backgrounds. Dr. Chen has provided professional development and consultation nationally and internationally with programs serving families and their young children with multiple and sensory disabilities.","lastLogin":"2016-04-24T02:47:27.507","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"California State University, Northridge","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:04:30.007","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5711,"postID":8534,"userID":9354,"timestamp":"2016-11-30T00:11:48.473"}],"UserTypeLookups":[{"userTypeLookupID":15701,"userID":9354,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":15702,"userID":9354,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":9354,"userName":"deborah.chen@csun.edu","email":"deborah.chen@csun.edu","photo":"/Uploads/photo_9354.jpg","firstName":"Deborah","lastName":"Chen","city":"Los Angeles","stateID":"CA","bio":"Deborah Chen, Ph.D., is a recently retired professor, Department of Special Education, at California State University, Northridge, where she coordinated the early childhood special education program, taught courses, and supervised student teachers in this specialization. She holds three California special education teaching credentials with authorizations for children who are deaf and hard of hearing, deaf-blind, and have severe disabilities. Dr. Chen has experiences as an early interventionist, special education teacher, program administrator, teacher trainer, and researcher in the areas of early intervention, multiple disabilities, visual impairments, and hearing loss. Her federally funded projects, research, print and multimedia publications have focused on recommended and evidence based early intervention practices, caregiver-child interactions, early communication with children who have sensory and additional disabilities, tactile strategies with children who have visual and additional disabilities, assessing young children who are deaf-blind, dual language learning in children with disabilities, and collaborating with families of diverse linguistic and cultural backgrounds. Dr. Chen has provided professional development and consultation nationally and internationally with programs serving families and their young children with multiple and sensory disabilities.","lastLogin":"2016-04-24T02:47:27.507","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"California State University, Northridge","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:04:30.007","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5711,"postID":8534,"userID":9354,"timestamp":"2016-11-30T00:11:48.473"}],"UserTypeLookups":[{"userTypeLookupID":15701,"userID":9354,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":15702,"userID":9354,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":153,"collectionID":93,"postID":8532,"quote":"Communication and language strategies for infants and toddlers!","Post":{"postID":8532,"title":"Strategies for promoting language and communication of infants and toddlers","body":"Another great resource attached
Partnership in the Promotion of Communication in Infants and Toddlers project staff. (March,
2009). Strategies for promoting communication and language of infants and toddlers. Model
Demonstration for Promoting Language and Literacy Readiness in Early Childhood, Juniper Gardens Children’s Project, University of Kansas.
Check out these easy yet important tips:
Gardner-Neblett, N., & Gallagher, K.C. (2013). More than baby talk: 10 ways to promote the language and communication skills of infants and toddlers. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://mtbt.fpg.unc.edu/
","userID":9354,"timestamp":"2016-11-12T06:23:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1078,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":9354,"userName":"deborah.chen@csun.edu","email":"deborah.chen@csun.edu","photo":"/Uploads/photo_9354.jpg","firstName":"Deborah","lastName":"Chen","city":"Los Angeles","stateID":"CA","bio":"Deborah Chen, Ph.D., is a recently retired professor, Department of Special Education, at California State University, Northridge, where she coordinated the early childhood special education program, taught courses, and supervised student teachers in this specialization. She holds three California special education teaching credentials with authorizations for children who are deaf and hard of hearing, deaf-blind, and have severe disabilities. Dr. Chen has experiences as an early interventionist, special education teacher, program administrator, teacher trainer, and researcher in the areas of early intervention, multiple disabilities, visual impairments, and hearing loss. Her federally funded projects, research, print and multimedia publications have focused on recommended and evidence based early intervention practices, caregiver-child interactions, early communication with children who have sensory and additional disabilities, tactile strategies with children who have visual and additional disabilities, assessing young children who are deaf-blind, dual language learning in children with disabilities, and collaborating with families of diverse linguistic and cultural backgrounds. Dr. Chen has provided professional development and consultation nationally and internationally with programs serving families and their young children with multiple and sensory disabilities.","lastLogin":"2016-04-24T02:47:27.507","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"California State University, Northridge","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:04:30.007","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5711,"postID":8534,"userID":9354,"timestamp":"2016-11-30T00:11:48.473"}],"UserTypeLookups":[{"userTypeLookupID":15701,"userID":9354,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":15702,"userID":9354,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":9354,"userName":"deborah.chen@csun.edu","email":"deborah.chen@csun.edu","photo":"/Uploads/photo_9354.jpg","firstName":"Deborah","lastName":"Chen","city":"Los Angeles","stateID":"CA","bio":"Deborah Chen, Ph.D., is a recently retired professor, Department of Special Education, at California State University, Northridge, where she coordinated the early childhood special education program, taught courses, and supervised student teachers in this specialization. She holds three California special education teaching credentials with authorizations for children who are deaf and hard of hearing, deaf-blind, and have severe disabilities. Dr. Chen has experiences as an early interventionist, special education teacher, program administrator, teacher trainer, and researcher in the areas of early intervention, multiple disabilities, visual impairments, and hearing loss. Her federally funded projects, research, print and multimedia publications have focused on recommended and evidence based early intervention practices, caregiver-child interactions, early communication with children who have sensory and additional disabilities, tactile strategies with children who have visual and additional disabilities, assessing young children who are deaf-blind, dual language learning in children with disabilities, and collaborating with families of diverse linguistic and cultural backgrounds. Dr. Chen has provided professional development and consultation nationally and internationally with programs serving families and their young children with multiple and sensory disabilities.","lastLogin":"2016-04-24T02:47:27.507","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"California State University, Northridge","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:04:30.007","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5711,"postID":8534,"userID":9354,"timestamp":"2016-11-30T00:11:48.473"}],"UserTypeLookups":[{"userTypeLookupID":15701,"userID":9354,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":15702,"userID":9354,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":155,"collectionID":93,"postID":8534,"quote":"Many infants and toddlers with complex communication needs will benefit from developmentally-appropriate and meaningful adaptations and assistive technology.","Post":{"postID":8534,"title":"Tots N'Tech","body":"Website on practical adaptations and assistive technology to support communication and language
development of infants and toddlers
Tots N' Tech http://tnt.asu.edu/
Website on practical adaptations and assistive technology to support communication and language
development of infants and toddlers
Tots N' Tech http://tnt.asu.edu/
Turn-taking games developed by imitating a child's actions provide the foundation for later conversations. If a child vocalizes \"ba-ba\" then imitate the child's
vocalization when he or she pauses. If the child taps your hand then imitate the finger tapping on the child's hand. Research has identified this
important strategy as an evidence-based practice. Last December, Heather Withrow shared her family's terrific communication strategies used with her wonderful son Orion. In the next post from her collection, watch Orion and his father in their tactile tapping conversation.
Even babies let us know what they want!
1. Make careful observations of the child's behaviors so you can interpret their meanings, e.g., \"I want xxx or I like xx\" or \"I don't want xxx or I don't like xxx\"
These refusal and requests are the first communicative behaviors that all children demonstrate. When adults Interpret and promptly respond to these refusal and requests, the very young child discovers the power of communication and learn to use these behaviors intentionally.
Check out this terrific website of strategies and video clips:
Penn State Early Intervention for young children with autism, cerebral palsy, Down syndrome, and other disabilities
http://aackids.psu.edu/index.php/page/show/id/1
Strategies are organized under the following steps
1. identify contexts
2. Provide effective means
3. Select appropriate vocabulary
4. Set up the environment
5. Use interaction strategies
This sequence is helpful for all early communicators- from infants to older school age children!
","userID":9354,"timestamp":"2016-11-03T01:34:33.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5697,"postID":8529,"userID":1012,"timestamp":"2016-11-03T17:51:35.197"},{"starID":5699,"postID":8529,"userID":8731,"timestamp":"2016-11-05T01:18:40.16"}],"PostCollectionItems":[{"collectionItemID":150,"collectionID":93,"postID":8529,"quote":"Great videos and a step-by-step sequence for promoting communication"}]},{"postID":8531,"title":"Caregiver-infant interaction promotes early literacy development","body":"Turn-taking games and reading stories help young children develop early literacy skills. Check out the Center for Early Literacy Learning (CELL)
http://www.earlyliteracylearning.org A rich resource of evidence-based strategies to promote early literacy learning with infants, toddlers, and preschoolers with disabilities.
The website provides parent practice guides (English and Spanish) and practitioner practice guides with suggestions and strategies that are easy to understand and implement; videos; and research syntheses that review studies and summarize findings on a range of topics that provide the evidence-base for the practice guides. Some of my favorite research reviews address \"Assistive technology and relationship to communication and literacy development\"; \"Influence of sign and oral interventions on the speech and oral language production of young children with disabilities\"; \"Tactile and object exploration among young children with visual impairment\"; \"Development of infant and toddler mark-making and scribbling\"; and \"Effects of reading to infants and toddlers on their language development\"; and \"Effects of adult verbal and vocal contingent responsiveness on increases in infant vocalization\"
","userID":9354,"timestamp":"2016-11-08T06:09:53.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1546,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":152,"collectionID":93,"postID":8531,"quote":"Playing turn taking games & reading stories promote early literacy learning"}]},{"postID":8532,"title":"Strategies for promoting language and communication of infants and toddlers","body":"Another great resource attached
Partnership in the Promotion of Communication in Infants and Toddlers project staff. (March,
2009). Strategies for promoting communication and language of infants and toddlers. Model
Demonstration for Promoting Language and Literacy Readiness in Early Childhood, Juniper Gardens Children’s Project, University of Kansas.
Check out these easy yet important tips:
Gardner-Neblett, N., & Gallagher, K.C. (2013). More than baby talk: 10 ways to promote the language and communication skills of infants and toddlers. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://mtbt.fpg.unc.edu/
","userID":9354,"timestamp":"2016-11-12T06:23:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1078,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":154,"collectionID":93,"postID":8533,"quote":"How to talk to babies!"}]},{"postID":8534,"title":"Tots N'Tech","body":"Website on practical adaptations and assistive technology to support communication and language
development of infants and toddlers
Tots N' Tech http://tnt.asu.edu/
For the past two years, I've had a profound learning experience by collaborating with the Early Intervention Team at the Altino Ventura Foundation (FAV) in Recife, Brazil and visiting the program. Families travel to FAV to receive different evaluations and therapies and the program serves many families and their children with congenital Zika syndrome (may include visual impairment, severe microcephaly, and neurological and physical impairments).During my visit this March, I introduced the team (composed of many different disciplines) to the Communication Matrix. We adapted a list of Guiding Questions (see attached) to be easily understood by families and appropriate for these very young children with multiple physical and learning needs. We used the available Portuguese Parent Version of the Communication Matrix and the list of Guiding Questions that was also translated. Over the course of 4 days, we used both tools with families, first I modeled using them with two families, then different members of the Early Intervention Team each took the lead using the Communication Matrix and Guiding Questions with a parent and child. Members of the Early Intervention Team were extremely positive about the Communication Matrix as shown by examples of their comments: \"Love the Matrix! Shows potential and not deficits. Makes parents important and good interpreters for their child.\" \"Shows parents there are different ways to communicate.\" They recognized the importance of having culturally relevant examples to help parents understand the questions on the Communication Matrix. They liked using the list of Guiding Questions before the Communication Matrix with families, because it was an effective way to engage parents in conversation, gather helpful information about the child, and develop a couple of suggestions with families to use at home.Certain team members of different disciplines (PT, OT, SLP, and Special Education) are currently using the Communication Matrix and Guiding Questions with selected families and children so that they can become confident and competent in using these tools. These sessions are video recorded so the Team can review and discuss. I've enjoyed the opportunity of viewing some of the videos (uploaded to Box) and provide feedback (audio recording and through Skype and Zoom meetings). One challenge is that I do not speak Portuguese and not all Team Members speak English- fortunately, Lissa Wanderly, a PT has served as interpreter and coordinator for this professional development activity and Dr. Liana Ventura, Director of FAV and the program also speaks English and promotes this activity. I'll keep you posted on updates.
","userID":9354,"timestamp":"2018-09-29T18:46:56.257","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}],"Posts1":[{"postID":8527,"title":"My turn-your turn","body":"Turn-taking games developed by imitating a child's actions provide the foundation for later conversations. If a child vocalizes \"ba-ba\" then imitate the child's
vocalization when he or she pauses. If the child taps your hand then imitate the finger tapping on the child's hand. Research has identified this
important strategy as an evidence-based practice. Last December, Heather Withrow shared her family's terrific communication strategies used with her wonderful son Orion. In the next post from her collection, watch Orion and his father in their tactile tapping conversation.
Even babies let us know what they want!
1. Make careful observations of the child's behaviors so you can interpret their meanings, e.g., \"I want xxx or I like xx\" or \"I don't want xxx or I don't like xxx\"
These refusal and requests are the first communicative behaviors that all children demonstrate. When adults Interpret and promptly respond to these refusal and requests, the very young child discovers the power of communication and learn to use these behaviors intentionally.
Check out this terrific website of strategies and video clips:
Penn State Early Intervention for young children with autism, cerebral palsy, Down syndrome, and other disabilities
http://aackids.psu.edu/index.php/page/show/id/1
Strategies are organized under the following steps
1. identify contexts
2. Provide effective means
3. Select appropriate vocabulary
4. Set up the environment
5. Use interaction strategies
This sequence is helpful for all early communicators- from infants to older school age children!
","userID":9354,"timestamp":"2016-11-03T01:34:33.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5697,"postID":8529,"userID":1012,"timestamp":"2016-11-03T17:51:35.197"},{"starID":5699,"postID":8529,"userID":8731,"timestamp":"2016-11-05T01:18:40.16"}],"PostCollectionItems":[{"collectionItemID":150,"collectionID":93,"postID":8529,"quote":"Great videos and a step-by-step sequence for promoting communication"}]},{"postID":8531,"title":"Caregiver-infant interaction promotes early literacy development","body":"Turn-taking games and reading stories help young children develop early literacy skills. Check out the Center for Early Literacy Learning (CELL)
http://www.earlyliteracylearning.org A rich resource of evidence-based strategies to promote early literacy learning with infants, toddlers, and preschoolers with disabilities.
The website provides parent practice guides (English and Spanish) and practitioner practice guides with suggestions and strategies that are easy to understand and implement; videos; and research syntheses that review studies and summarize findings on a range of topics that provide the evidence-base for the practice guides. Some of my favorite research reviews address \"Assistive technology and relationship to communication and literacy development\"; \"Influence of sign and oral interventions on the speech and oral language production of young children with disabilities\"; \"Tactile and object exploration among young children with visual impairment\"; \"Development of infant and toddler mark-making and scribbling\"; and \"Effects of reading to infants and toddlers on their language development\"; and \"Effects of adult verbal and vocal contingent responsiveness on increases in infant vocalization\"
","userID":9354,"timestamp":"2016-11-08T06:09:53.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1546,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":152,"collectionID":93,"postID":8531,"quote":"Playing turn taking games & reading stories promote early literacy learning"}]},{"postID":8532,"title":"Strategies for promoting language and communication of infants and toddlers","body":"Another great resource attached
Partnership in the Promotion of Communication in Infants and Toddlers project staff. (March,
2009). Strategies for promoting communication and language of infants and toddlers. Model
Demonstration for Promoting Language and Literacy Readiness in Early Childhood, Juniper Gardens Children’s Project, University of Kansas.
Check out these easy yet important tips:
Gardner-Neblett, N., & Gallagher, K.C. (2013). More than baby talk: 10 ways to promote the language and communication skills of infants and toddlers. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://mtbt.fpg.unc.edu/
","userID":9354,"timestamp":"2016-11-12T06:23:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1078,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":154,"collectionID":93,"postID":8533,"quote":"How to talk to babies!"}]},{"postID":8534,"title":"Tots N'Tech","body":"Website on practical adaptations and assistive technology to support communication and language
development of infants and toddlers
Tots N' Tech http://tnt.asu.edu/
For the past two years, I've had a profound learning experience by collaborating with the Early Intervention Team at the Altino Ventura Foundation (FAV) in Recife, Brazil and visiting the program. Families travel to FAV to receive different evaluations and therapies and the program serves many families and their children with congenital Zika syndrome (may include visual impairment, severe microcephaly, and neurological and physical impairments).During my visit this March, I introduced the team (composed of many different disciplines) to the Communication Matrix. We adapted a list of Guiding Questions (see attached) to be easily understood by families and appropriate for these very young children with multiple physical and learning needs. We used the available Portuguese Parent Version of the Communication Matrix and the list of Guiding Questions that was also translated. Over the course of 4 days, we used both tools with families, first I modeled using them with two families, then different members of the Early Intervention Team each took the lead using the Communication Matrix and Guiding Questions with a parent and child. Members of the Early Intervention Team were extremely positive about the Communication Matrix as shown by examples of their comments: \"Love the Matrix! Shows potential and not deficits. Makes parents important and good interpreters for their child.\" \"Shows parents there are different ways to communicate.\" They recognized the importance of having culturally relevant examples to help parents understand the questions on the Communication Matrix. They liked using the list of Guiding Questions before the Communication Matrix with families, because it was an effective way to engage parents in conversation, gather helpful information about the child, and develop a couple of suggestions with families to use at home.Certain team members of different disciplines (PT, OT, SLP, and Special Education) are currently using the Communication Matrix and Guiding Questions with selected families and children so that they can become confident and competent in using these tools. These sessions are video recorded so the Team can review and discuss. I've enjoyed the opportunity of viewing some of the videos (uploaded to Box) and provide feedback (audio recording and through Skype and Zoom meetings). One challenge is that I do not speak Portuguese and not all Team Members speak English- fortunately, Lissa Wanderly, a PT has served as interpreter and coordinator for this professional development activity and Dr. Liana Ventura, Director of FAV and the program also speaks English and promotes this activity. I'll keep you posted on updates.
","userID":9354,"timestamp":"2018-09-29T18:46:56.257","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}]}},{"collectionID":92,"name":"My Top Tips on Communicating with People with Sensory Impairments","description":"I will be posting some of the techniques that I have used over the years that I have been privileged to be involved with individuals who are deaf-blind. These are strategies for encouraging reciprocal communication. I look forward to your suggestions, too!","dateCreated":"2016-11-02T14:27:43.113","bio":null,"published":true,"userID":18159,"PostCollectionItems":[{"collectionItemID":143,"collectionID":92,"postID":8520,"quote":"The sheer quantity of opportunities for communication is critical","Post":{"postID":8520,"title":"Quantity vs. Quality","body":"Hi, I am Kathee Scoggin. Over the years as an educator and consultant I have worked in Ohio, Illinois, Arizona, California and Washington State. \"Upping\" the quantity as well as the quality of communication for students who are deaf-blind and are prelinguistic has always been of interest to me.We often talk about communication and many of us know we are referring to facial expressions, gestures, body movement, speech, sign pictures, tactile symbols and other forms of communication.
How many times in a day or hour do you communicate in any form? Did you text someone to tell him you love him? Did you frown at someone when they said something you didn't like or agree with? Mark every time you communicate in just an hour when you are around people or are connected to him or her. What number did you get? I got 52 times. That is almost one a minute.
Now think of your child or student who is prelinguistic or nonverbal and count the number of times they communicate or try to communicate in an hour. What are you doing to \"up\" that number?
","userID":6433,"timestamp":"2016-11-01T17:33:21.933","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1833,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}},{"starID":5704,"postID":8521,"userID":19628,"timestamp":"2016-11-10T04:14:40.247","User":{"userID":19628,"userName":"JessicaVialpando","email":"vialpand@skschools.org","photo":null,"firstName":"Jessica","lastName":"Vialpando","city":"","stateID":null,"bio":"","lastLogin":"2016-11-10T03:48:50.23","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-24T23:03:47.297","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":26968,"userID":19628,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":151,"collectionID":92,"postID":8530,"quote":"","Post":{"postID":8530,"title":"Opportunities for Communicating for students who are deaf-blind and prelinguistic","body":"Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Hi, I am Kathee Scoggin. Over the years as an educator and consultant I have worked in Ohio, Illinois, Arizona, California and Washington State. \"Upping\" the quantity as well as the quality of communication for students who are deaf-blind and are prelinguistic has always been of interest to me.We often talk about communication and many of us know we are referring to facial expressions, gestures, body movement, speech, sign pictures, tactile symbols and other forms of communication.
How many times in a day or hour do you communicate in any form? Did you text someone to tell him you love him? Did you frown at someone when they said something you didn't like or agree with? Mark every time you communicate in just an hour when you are around people or are connected to him or her. What number did you get? I got 52 times. That is almost one a minute.
Now think of your child or student who is prelinguistic or nonverbal and count the number of times they communicate or try to communicate in an hour. What are you doing to \"up\" that number?
","userID":6433,"timestamp":"2016-11-01T17:33:21.933","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1833,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}},{"starID":5704,"postID":8521,"userID":19628,"timestamp":"2016-11-10T04:14:40.247","User":{"userID":19628,"userName":"JessicaVialpando","email":"vialpand@skschools.org","photo":null,"firstName":"Jessica","lastName":"Vialpando","city":"","stateID":null,"bio":"","lastLogin":"2016-11-10T03:48:50.23","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-24T23:03:47.297","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":26968,"userID":19628,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":6433,"userName":"kathee","email":"kscogginwsds@gmail.com","photo":null,"firstName":"Kathee","lastName":"Scoggin","city":"Tucson","stateID":"AZ","bio":"","lastLogin":"2015-11-06T07:27:40.033","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"3608 E. Presidio Rd.","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:03:29.74","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":211855,"userID":6433,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":151,"collectionID":92,"postID":8530,"quote":"","Post":{"postID":8530,"title":"Opportunities for Communicating for students who are deaf-blind and prelinguistic","body":"Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
In this post, we'll begin with a screencast that looks at the characteristics and needs of deaf children with developmental disabilities. We'll also look at the specific challenges teachers and parents may experience when teaching and/or raising DeafPlus children.
","userID":18066,"timestamp":"2016-10-17T18:13:20.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":969,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5690,"postID":8504,"userID":16339,"timestamp":"2016-10-18T23:47:11.283","User":{"userID":16339,"userName":"Armen","email":"Guliana@royaloakschools.org","photo":null,"firstName":null,"lastName":null,"city":null,"stateID":null,"bio":"","lastLogin":"2016-09-21T17:29:53.617","admin":false,"website":null,"noShowEmail":false,"twitter":null,"facebook":null,"charter":false,"organization1":null,"organization2":null,"staff":false,"emailer":"Weekly","lastEmailSent":"2020-10-03T23:03:00.6","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"UserTypeLookups":[]}}],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":136,"collectionID":91,"postID":8505,"quote":"Visual schedules aren't only a tool to help individuals understand 'what's next' - they can be used to teach vocabulary, time concepts, and so much more!","Post":{"postID":8505,"title":"Post #2: Visual Scheduling with DeafPlus Learners - Making Information Meaningful","body":"Visual scheduling is a strategy that is often used to support individuals with developmental disabilities. For DeafPlus learners, visual schedules can be especially useful, not only for helping them to understand upcoming events and sequences of activities, but also to support communication and language development. In this screencast, you will see a number of ways in which visual schedules can be designed and implemented to meet the needs of DeafPlus learners.
","userID":18066,"timestamp":"2016-10-17T18:21:08.09","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5689,"postID":8505,"userID":16339,"timestamp":"2016-10-18T23:45:04.533","User":{"userID":16339,"userName":"Armen","email":"Guliana@royaloakschools.org","photo":null,"firstName":null,"lastName":null,"city":null,"stateID":null,"bio":"","lastLogin":"2016-09-21T17:29:53.617","admin":false,"website":null,"noShowEmail":false,"twitter":null,"facebook":null,"charter":false,"organization1":null,"organization2":null,"staff":false,"emailer":"Weekly","lastEmailSent":"2020-10-03T23:03:00.6","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"UserTypeLookups":[]}}],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":137,"collectionID":91,"postID":8506,"quote":"Read a case study about twin deaf girls with autism and the success they and their family experienced with visual schedules and Positive Behavior Support strategies.","Post":{"postID":8506,"title":"Post #3: A Case Study: Supporting a Family with Twin DeafPlus Daughters","body":"In my teaching career, I was fortunate enough to have worked with and learned from a team supporting a mom and her twin DeafPlus daughters. A case study of the work done in the home was published by the consulting agency and the mom in the book Families and Positive Behavior Support: Addressing Problem Behavior in Family Contexts (J.M. Lucyshyn, G. Dunlap, & R.W. Albin, Eds.).
Read a brief overview of the case here and visit www.portacomsystem.com to learn more about the visual scheduling system designed by the girls' mom to support her daughters. The reference for the book chapter is provided at the end of the case study.
","userID":18066,"timestamp":"2016-10-17T18:32:44.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":844,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":138,"collectionID":91,"postID":8507,"quote":"It's extremely important to ensure that appropriate AAC interventions are selected, particularly for DeafPlus individuals who are in signing environments.","Post":{"postID":8507,"title":"Post #4: AAC for DeafPlus Individuals","body":"One of the greatest challenges I faced when teaching DeafPlus students had to do with the development of AAC interventions that worked not only for them, but also for their typically developing Deaf peers and the Deaf staff who supported them. Speech generating devices were often particularly challenging for my DeafPlus students who lacked understanding of spoken language – they didn’t understand that the device talked and had difficulty monitoring output. In addition, their Deaf peers and Deaf staff wouldn’t necessarily know when a device had been activated, as they couldn’t hear it. In this screencast, you will learn about using AAC interventions for DeafPlus learners.
","userID":18066,"timestamp":"2016-10-17T18:39:55.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1527,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5688,"postID":8507,"userID":16339,"timestamp":"2016-10-18T23:43:11.393","User":{"userID":16339,"userName":"Armen","email":"Guliana@royaloakschools.org","photo":null,"firstName":null,"lastName":null,"city":null,"stateID":null,"bio":"","lastLogin":"2016-09-21T17:29:53.617","admin":false,"website":null,"noShowEmail":false,"twitter":null,"facebook":null,"charter":false,"organization1":null,"organization2":null,"staff":false,"emailer":"Weekly","lastEmailSent":"2020-10-03T23:03:00.6","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"UserTypeLookups":[]}}],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. 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I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":139,"collectionID":91,"postID":8508,"quote":"If we don't understand why problem behavior occurs, it's extremely difficult to solve it. If all of our focus is on dealing with problem behavior, there is little time or energy left for teaching or just having fun! ","Post":{"postID":8508,"title":"Post #5: Understanding and Addressing Problem Behavior","body":"Problem behavior is a common issue for those raising or teaching individuals with developmental disabilities; this can be an even greater issue for DeafPlus individuals, given the particular communication challenges they typically experience. This screencast provides a basic overview of why problem behaviors may occur and how they can be addressed through a Positive Behavior Support approach.
","userID":18066,"timestamp":"2016-10-17T18:46:06.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":816,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":140,"collectionID":91,"postID":8509,"quote":"This post provides an in-depth look at the PBS process with a DeafPlus child in a home setting, including pre- and post-intervention video.","Post":{"postID":8509,"title":"Post #6: Addressing Problem Behavior in Home Contexts - A Case Study","body":"This screencast reviews my doctoral research, with an emphasis on the assessment of problem behavior in three home-based routines and the development and implementation of Positive Behavior Support (PBS) plans in each of those routines. In this screencast, you will see pre- and post-intervention examples of the target child and his mother as they engage in each of the three routines.
The screencast, Building Capacity: Teaching Community Service Providers to Implement Positive Behavior Support in a Family Setting, is sponsored by Autism Community Training. They host a number of other excellent online presentations, many of them full day presentations by excellent professionals and researchers in special education. Be sure to check them out!
","userID":18066,"timestamp":"2016-10-17T19:14:55.03","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":802,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":141,"collectionID":91,"postID":8511,"quote":"Literacy skills are important for everyone, including DeafPlus learners!","Post":{"postID":8511,"title":"Literacy Instruction for DeafPlus Learners","body":"As parents and educators, I think we would all agree on th importance of literacy skills for all students. For students with developmental disabilities in general, and DeafPlus students in particular, literacy skills can improve access to information, communication, learning and so much more! In this screencast, you will learn about some of the ways I adapted literacy instruction to meet the needs of my DeafPlus students.
","userID":18066,"timestamp":"2016-10-19T16:12:24.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":827,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. 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I am currently on faculty at Capilano University, in the Applied Behavior Analysis-Autism program, and continue to provide consultation and training to those living and working with DeafPlus individuals.","lastLogin":"2016-10-14T21:41:20.447","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-10-01T23:03:55.063","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":142,"collectionID":91,"postID":8512,"quote":"Tablet technology has been an exciting addition to our toolboxes; there are many ways in which we can use this technology effectively to address the varied needs of our learners.","Post":{"postID":8512,"title":"Tablet Technology to Support Individuals with Developmental Disabilities","body":"One of my other interests is in the use of tablet technology to support individuals with developmental disabilities. While there is yet a body of research on the use of tablet technology to support DeafPlus individuals, we can begin to look to the existing research to understand the many uses of tablet technology and consider they ways in which these tools can support DeafPlus learners. In this presentation I gave on behalf of the Centre for Interdisciplinary Research and Collaboration in Autism at the University of British Columbia in 2014, I review some of the research on the use of tablet technology for individuals with autism. Some of the particular uses of tablet technology that may be especially useful for DeafPlus individuals include apps for visual scheduling, video modeling, and AAC. In particular, AAC apps can be set up in such a way that the speech generating feature is turned off and users can be taught to show their display to communication partners. This effectively addresses issues related to DeafPlus students not understanding that the device talks and/or Deaf peers or staff who are unable to hear the spoken output.
","userID":18066,"timestamp":"2016-10-19T16:19:00.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":849,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":18066,"userName":"Brenda Fossett","email":"brendafossett@capilanou.ca","photo":null,"firstName":"Brenda","lastName":"Fossett","city":"","stateID":null,"bio":"I began my career teaching deaf students with developmental disabilities at the BC School for the Deaf in Burnaby, BC, Canada. It was during this time that I became increasingly aware of the lack of both research and practical information to address the needs of this unique group. As a practitioner, I was constantly looking for ways to adapt strategies for students with developmental disabilities to better meet the needs of my DeafPlus students. As part of my doctoral program, I completed two studies that focused specifically on addressing the needs of deaf children with developmental disabilities. First, I developed and implemented a training program, delivered in American Sign Language, to Deaf professionals working with deaf children. Then I provided supervision to a Deaf professional who provided Positive Behavior Support interventions to a deaf child with multiple disabilities and his parents. 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","userID":18066,"timestamp":"2016-10-17T17:43:08.807","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8504,"title":"Post #1: Who are DeafPlus Learners?","body":"In this post, we'll begin with a screencast that looks at the characteristics and needs of deaf children with developmental disabilities. We'll also look at the specific challenges teachers and parents may experience when teaching and/or raising DeafPlus children.
","userID":18066,"timestamp":"2016-10-17T18:13:20.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":969,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5690,"postID":8504,"userID":16339,"timestamp":"2016-10-18T23:47:11.283"}],"PostCollectionItems":[{"collectionItemID":135,"collectionID":91,"postID":8504,"quote":"This post provides an overview of the unique characteristics and needs of DeafPlus learners."}]},{"postID":8505,"title":"Post #2: Visual Scheduling with DeafPlus Learners - Making Information Meaningful","body":"Visual scheduling is a strategy that is often used to support individuals with developmental disabilities. For DeafPlus learners, visual schedules can be especially useful, not only for helping them to understand upcoming events and sequences of activities, but also to support communication and language development. In this screencast, you will see a number of ways in which visual schedules can be designed and implemented to meet the needs of DeafPlus learners.
","userID":18066,"timestamp":"2016-10-17T18:21:08.09","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5689,"postID":8505,"userID":16339,"timestamp":"2016-10-18T23:45:04.533"}],"PostCollectionItems":[{"collectionItemID":136,"collectionID":91,"postID":8505,"quote":"Visual schedules aren't only a tool to help individuals understand 'what's next' - they can be used to teach vocabulary, time concepts, and so much more!"}]},{"postID":8506,"title":"Post #3: A Case Study: Supporting a Family with Twin DeafPlus Daughters","body":"In my teaching career, I was fortunate enough to have worked with and learned from a team supporting a mom and her twin DeafPlus daughters. A case study of the work done in the home was published by the consulting agency and the mom in the book Families and Positive Behavior Support: Addressing Problem Behavior in Family Contexts (J.M. Lucyshyn, G. Dunlap, & R.W. Albin, Eds.).
Read a brief overview of the case here and visit www.portacomsystem.com to learn more about the visual scheduling system designed by the girls' mom to support her daughters. The reference for the book chapter is provided at the end of the case study.
","userID":18066,"timestamp":"2016-10-17T18:32:44.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":844,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":137,"collectionID":91,"postID":8506,"quote":"Read a case study about twin deaf girls with autism and the success they and their family experienced with visual schedules and Positive Behavior Support strategies."}]},{"postID":8507,"title":"Post #4: AAC for DeafPlus Individuals","body":"One of the greatest challenges I faced when teaching DeafPlus students had to do with the development of AAC interventions that worked not only for them, but also for their typically developing Deaf peers and the Deaf staff who supported them. Speech generating devices were often particularly challenging for my DeafPlus students who lacked understanding of spoken language – they didn’t understand that the device talked and had difficulty monitoring output. In addition, their Deaf peers and Deaf staff wouldn’t necessarily know when a device had been activated, as they couldn’t hear it. In this screencast, you will learn about using AAC interventions for DeafPlus learners.
","userID":18066,"timestamp":"2016-10-17T18:39:55.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1527,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5688,"postID":8507,"userID":16339,"timestamp":"2016-10-18T23:43:11.393"}],"PostCollectionItems":[{"collectionItemID":138,"collectionID":91,"postID":8507,"quote":"It's extremely important to ensure that appropriate AAC interventions are selected, particularly for DeafPlus individuals who are in signing environments."}]},{"postID":8508,"title":"Post #5: Understanding and Addressing Problem Behavior","body":"Problem behavior is a common issue for those raising or teaching individuals with developmental disabilities; this can be an even greater issue for DeafPlus individuals, given the particular communication challenges they typically experience. This screencast provides a basic overview of why problem behaviors may occur and how they can be addressed through a Positive Behavior Support approach.
","userID":18066,"timestamp":"2016-10-17T18:46:06.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":816,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":139,"collectionID":91,"postID":8508,"quote":"If we don't understand why problem behavior occurs, it's extremely difficult to solve it. If all of our focus is on dealing with problem behavior, there is little time or energy left for teaching or just having fun! "}]},{"postID":8509,"title":"Post #6: Addressing Problem Behavior in Home Contexts - A Case Study","body":"This screencast reviews my doctoral research, with an emphasis on the assessment of problem behavior in three home-based routines and the development and implementation of Positive Behavior Support (PBS) plans in each of those routines. In this screencast, you will see pre- and post-intervention examples of the target child and his mother as they engage in each of the three routines.
The screencast, Building Capacity: Teaching Community Service Providers to Implement Positive Behavior Support in a Family Setting, is sponsored by Autism Community Training. They host a number of other excellent online presentations, many of them full day presentations by excellent professionals and researchers in special education. Be sure to check them out!
","userID":18066,"timestamp":"2016-10-17T19:14:55.03","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":802,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":140,"collectionID":91,"postID":8509,"quote":"This post provides an in-depth look at the PBS process with a DeafPlus child in a home setting, including pre- and post-intervention video."}]},{"postID":8510,"title":"Literacy Instruction for DeafPlus Learners","body":"As parents and educators, I think we would all agree on the importance of literacy skills for all students. For students with developmental disabilities in general, and DeafPlus students in particular, literacy skills can improve access to information, communication, learning and so much more! In this screencast, you will learn about some of the ways I adapted literacy instruction to meet the needs of my DeafPlus students.
","userID":18066,"timestamp":"2016-10-19T16:09:04.69","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8511,"title":"Literacy Instruction for DeafPlus Learners","body":"As parents and educators, I think we would all agree on th importance of literacy skills for all students. For students with developmental disabilities in general, and DeafPlus students in particular, literacy skills can improve access to information, communication, learning and so much more! In this screencast, you will learn about some of the ways I adapted literacy instruction to meet the needs of my DeafPlus students.
","userID":18066,"timestamp":"2016-10-19T16:12:24.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":827,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":141,"collectionID":91,"postID":8511,"quote":"Literacy skills are important for everyone, including DeafPlus learners!"}]},{"postID":8512,"title":"Tablet Technology to Support Individuals with Developmental Disabilities","body":"One of my other interests is in the use of tablet technology to support individuals with developmental disabilities. While there is yet a body of research on the use of tablet technology to support DeafPlus individuals, we can begin to look to the existing research to understand the many uses of tablet technology and consider they ways in which these tools can support DeafPlus learners. In this presentation I gave on behalf of the Centre for Interdisciplinary Research and Collaboration in Autism at the University of British Columbia in 2014, I review some of the research on the use of tablet technology for individuals with autism. Some of the particular uses of tablet technology that may be especially useful for DeafPlus individuals include apps for visual scheduling, video modeling, and AAC. In particular, AAC apps can be set up in such a way that the speech generating feature is turned off and users can be taught to show their display to communication partners. This effectively addresses issues related to DeafPlus students not understanding that the device talks and/or Deaf peers or staff who are unable to hear the spoken output.
","userID":18066,"timestamp":"2016-10-19T16:19:00.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":849,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":142,"collectionID":91,"postID":8512,"quote":"Tablet technology has been an exciting addition to our toolboxes; there are many ways in which we can use this technology effectively to address the varied needs of our learners."}]}],"Posts1":[{"postID":8501,"title":"Who are DeafPlus Learners?","body":"In this post, we'll begin with a screencast that addresses the characteristics and needs of deaf students with developmental disabilities, as well as the specific challenges teachers and parents may experience when teaching and/or raising DeafPlus children.
","userID":18066,"timestamp":"2016-10-17T17:43:08.807","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8504,"title":"Post #1: Who are DeafPlus Learners?","body":"In this post, we'll begin with a screencast that looks at the characteristics and needs of deaf children with developmental disabilities. We'll also look at the specific challenges teachers and parents may experience when teaching and/or raising DeafPlus children.
","userID":18066,"timestamp":"2016-10-17T18:13:20.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":969,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5690,"postID":8504,"userID":16339,"timestamp":"2016-10-18T23:47:11.283"}],"PostCollectionItems":[{"collectionItemID":135,"collectionID":91,"postID":8504,"quote":"This post provides an overview of the unique characteristics and needs of DeafPlus learners."}]},{"postID":8505,"title":"Post #2: Visual Scheduling with DeafPlus Learners - Making Information Meaningful","body":"Visual scheduling is a strategy that is often used to support individuals with developmental disabilities. For DeafPlus learners, visual schedules can be especially useful, not only for helping them to understand upcoming events and sequences of activities, but also to support communication and language development. In this screencast, you will see a number of ways in which visual schedules can be designed and implemented to meet the needs of DeafPlus learners.
","userID":18066,"timestamp":"2016-10-17T18:21:08.09","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5689,"postID":8505,"userID":16339,"timestamp":"2016-10-18T23:45:04.533"}],"PostCollectionItems":[{"collectionItemID":136,"collectionID":91,"postID":8505,"quote":"Visual schedules aren't only a tool to help individuals understand 'what's next' - they can be used to teach vocabulary, time concepts, and so much more!"}]},{"postID":8506,"title":"Post #3: A Case Study: Supporting a Family with Twin DeafPlus Daughters","body":"In my teaching career, I was fortunate enough to have worked with and learned from a team supporting a mom and her twin DeafPlus daughters. A case study of the work done in the home was published by the consulting agency and the mom in the book Families and Positive Behavior Support: Addressing Problem Behavior in Family Contexts (J.M. Lucyshyn, G. Dunlap, & R.W. Albin, Eds.).
Read a brief overview of the case here and visit www.portacomsystem.com to learn more about the visual scheduling system designed by the girls' mom to support her daughters. The reference for the book chapter is provided at the end of the case study.
","userID":18066,"timestamp":"2016-10-17T18:32:44.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":844,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":137,"collectionID":91,"postID":8506,"quote":"Read a case study about twin deaf girls with autism and the success they and their family experienced with visual schedules and Positive Behavior Support strategies."}]},{"postID":8507,"title":"Post #4: AAC for DeafPlus Individuals","body":"One of the greatest challenges I faced when teaching DeafPlus students had to do with the development of AAC interventions that worked not only for them, but also for their typically developing Deaf peers and the Deaf staff who supported them. Speech generating devices were often particularly challenging for my DeafPlus students who lacked understanding of spoken language – they didn’t understand that the device talked and had difficulty monitoring output. In addition, their Deaf peers and Deaf staff wouldn’t necessarily know when a device had been activated, as they couldn’t hear it. In this screencast, you will learn about using AAC interventions for DeafPlus learners.
","userID":18066,"timestamp":"2016-10-17T18:39:55.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1527,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5688,"postID":8507,"userID":16339,"timestamp":"2016-10-18T23:43:11.393"}],"PostCollectionItems":[{"collectionItemID":138,"collectionID":91,"postID":8507,"quote":"It's extremely important to ensure that appropriate AAC interventions are selected, particularly for DeafPlus individuals who are in signing environments."}]},{"postID":8508,"title":"Post #5: Understanding and Addressing Problem Behavior","body":"Problem behavior is a common issue for those raising or teaching individuals with developmental disabilities; this can be an even greater issue for DeafPlus individuals, given the particular communication challenges they typically experience. This screencast provides a basic overview of why problem behaviors may occur and how they can be addressed through a Positive Behavior Support approach.
","userID":18066,"timestamp":"2016-10-17T18:46:06.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":816,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":139,"collectionID":91,"postID":8508,"quote":"If we don't understand why problem behavior occurs, it's extremely difficult to solve it. If all of our focus is on dealing with problem behavior, there is little time or energy left for teaching or just having fun! "}]},{"postID":8509,"title":"Post #6: Addressing Problem Behavior in Home Contexts - A Case Study","body":"This screencast reviews my doctoral research, with an emphasis on the assessment of problem behavior in three home-based routines and the development and implementation of Positive Behavior Support (PBS) plans in each of those routines. In this screencast, you will see pre- and post-intervention examples of the target child and his mother as they engage in each of the three routines.
The screencast, Building Capacity: Teaching Community Service Providers to Implement Positive Behavior Support in a Family Setting, is sponsored by Autism Community Training. They host a number of other excellent online presentations, many of them full day presentations by excellent professionals and researchers in special education. Be sure to check them out!
","userID":18066,"timestamp":"2016-10-17T19:14:55.03","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":802,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":140,"collectionID":91,"postID":8509,"quote":"This post provides an in-depth look at the PBS process with a DeafPlus child in a home setting, including pre- and post-intervention video."}]},{"postID":8510,"title":"Literacy Instruction for DeafPlus Learners","body":"As parents and educators, I think we would all agree on the importance of literacy skills for all students. For students with developmental disabilities in general, and DeafPlus students in particular, literacy skills can improve access to information, communication, learning and so much more! In this screencast, you will learn about some of the ways I adapted literacy instruction to meet the needs of my DeafPlus students.
","userID":18066,"timestamp":"2016-10-19T16:09:04.69","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8511,"title":"Literacy Instruction for DeafPlus Learners","body":"As parents and educators, I think we would all agree on th importance of literacy skills for all students. For students with developmental disabilities in general, and DeafPlus students in particular, literacy skills can improve access to information, communication, learning and so much more! In this screencast, you will learn about some of the ways I adapted literacy instruction to meet the needs of my DeafPlus students.
","userID":18066,"timestamp":"2016-10-19T16:12:24.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":827,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":141,"collectionID":91,"postID":8511,"quote":"Literacy skills are important for everyone, including DeafPlus learners!"}]},{"postID":8512,"title":"Tablet Technology to Support Individuals with Developmental Disabilities","body":"One of my other interests is in the use of tablet technology to support individuals with developmental disabilities. While there is yet a body of research on the use of tablet technology to support DeafPlus individuals, we can begin to look to the existing research to understand the many uses of tablet technology and consider they ways in which these tools can support DeafPlus learners. In this presentation I gave on behalf of the Centre for Interdisciplinary Research and Collaboration in Autism at the University of British Columbia in 2014, I review some of the research on the use of tablet technology for individuals with autism. Some of the particular uses of tablet technology that may be especially useful for DeafPlus individuals include apps for visual scheduling, video modeling, and AAC. In particular, AAC apps can be set up in such a way that the speech generating feature is turned off and users can be taught to show their display to communication partners. This effectively addresses issues related to DeafPlus students not understanding that the device talks and/or Deaf peers or staff who are unable to hear the spoken output.
","userID":18066,"timestamp":"2016-10-19T16:19:00.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":849,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":142,"collectionID":91,"postID":8512,"quote":"Tablet technology has been an exciting addition to our toolboxes; there are many ways in which we can use this technology effectively to address the varied needs of our learners."}]}]}},{"collectionID":87,"name":"Peers as Partners","description":"If you think about what in your life helps you truly flourish, you will likely think of your relationships. Social relationships are an important part of all of our lives, including children with complex communication needs! However, positive interaction and relationships among children with complex communication needs and their peers without disabilities may not always happen naturally. Instead, facilitating the type of interactions that can provide fertile soil for developing meaningful relationships may require thoughtful planning and support. This week, I’ll be sharing information and resources on the topic of Peers as Partners. I’ll specifically offer potential avenues for educators, service providers, and others to facilitate meaningful interaction and relationships in schools among children using aided AAC and their peers.","dateCreated":"2016-10-03T16:19:48.95","bio":null,"published":true,"userID":9486,"PostCollectionItems":[{"collectionItemID":125,"collectionID":87,"postID":8471,"quote":"Don't relationships with peers happen naturally? This post talks about why educators, service providers, and family members should intentionally plan for and support postitive interactions with peers.","Post":{"postID":8471,"title":"Interaction and Relationships for Children with Complex Communication Needs","body":"There is likely little disagreement that social relationships matter for everyone—including children and youth with complex communication needs. However, children with complex communication needs often interact far more withadults providing educational and other services than they do with their peers. There are several observational research studies focused on describing the interactions of children with severe disabilities and complex communication needs, and they seem to converge upon a consistent conclusion—meaningful, positive interactions between students with complex communication needs and their peers may be infrequent or even altogether absent in schools, even when students are physically present in inclusive settings (for example, see studies by Carter, Sisco, Brown, Brickham, & Al-Khabbaz, 2008 and Chung, Carter, & Sisco, 2012).
If I were to thinkabout the interactions and relationships of children and youth without disabilities, it might look something like the first diagram below. In this diagram, children have meaningful, positive interactions with lots of individuals throughout their day. This includes interactions with people who have different types of relationships with the
child, and varying levels of intimacy in those relationships— like family, close friends, and acquaintances. But, for many children with complex communication needs, their interactions and relationships might look a little more like the second diagram below. In this diagram, children predominately interact with people paid to be in their lives (e.g., teachers, therapists, or other professionals), rather than close friends or acquaintances. Their interactions with family members may still be very present and positive, but they may rarely interact in meaningful, positive ways with their peers.
Some questions to challenge us might be these: As educators, family members, and service providers, what are we doing to help children interact with their peers in ways that provides the opportunity for them to develop relationships with their peers—both as acquaintances and close friends. At present, our are supports and services promoting promoting communication with individuals in this outer circle, or also with individuals in these inner circles?
In future posts this week, I’ll share more information about why simply being in the same physical space might not do enough to promote positive social interaction between children with disabilities and their peers. We can also talk more about what strategies might be used to help support the type of positive interaction we hope for.
References:
Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479-494. doi:10.1352/2008.113:479-494
Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367. doi: 10.1352/1944-7558-117.5.349
What is seen in schools as well as the research literatureis that simply being in the same physical space often is not enough to promote meaningful, positive social interaction between children with complex communication needs and their peers. If this is the case, it is really helpful to think about why. What are some potential barriers that might be keeping this meaningful social interaction from occurring? A helpful framework is to think about three different types of barriers to social interaction among students with disabilities and their peers: (1) Intrinsic, child-focused barriers, (2) Environmental and support barriers, and (3) Peer-focused barriers. We’ll take a closer look at each.
Potential Intrinsic, Child-focused Barriers to Social Interaction with Peers: These are things that prevent or challenge social interaction with peers that are directly related to the child with the disability. We might think about these potential challenges as being related to children’s motor skills, language skills, personality, behavior, or motivation to communication or interact with peers. Much of our time as educators and service providers is spent addressing these types of challenges by doing things like ensuring children have a reliable mode of communication, building children’s language skills, tapping into children’s interests to build motivation, and addressing challenging behaviors.
Potential Environmental and Support Barriers: These are things that prevent or challenge social interaction with peers that are related to either (a) aspects of the physical environment or (b) the ways educators and other adults provide support and instruction. For example, children’s present environment may be set up in a way that children experience difficulty physically accessing materials and spaces used by students without disabilities. Students may have very few or no shared opportunities to meet, learn alongside, and get to know peers because they are always engaged in separate curriculum and instruction. Finally, an almost constant presence of adult support can definitely be a potential barrier to social interaction with peers. Many children with complex communication needs receive extensive support from an adult, such as a paraprofessional. Research has identified concern with this support model because it can lead to little social communication, few interactions with peers, and little to no opportunities for students to build relationships with peers. (For more on this, see Giangreco et al., 2005).
Potential Peer-focused Barriers: These are things that prevent of challenge social interaction with peers that are related to the attitudes, skills, and confidence of peers. The available research suggests peers without disabilities hold a broad range of attitudes toward their schoolmates with disabilities—particularly those with complex communication needs (For more on this, see Carter, Biggs, & Blustein, 2016). Peers may be nervous to talk with their schoolmate with complex communication needs, may not know their classmate would want to interact with them, or may have the interaction skills they need to support positive interaction.
So often, we might think only about the child-focused barriers to social interaction with peers, and we may be rather unaware of how potential environmental/support barriers and peer-focused barriers create challenges to meaningful, positive social interaction. Later this week, I’ll share more about important intervention elements to try to combat some of these potential barriers.
References:
Carter, E. W., Biggs, E. E., & Blustein, C. L. (2016). Relationships Matter: Addressing Stigma Among Children and Youth with Intellectual Disabilities and Their Peers. In Intellectual Disability and Stigma (pp. 149-164). Palgrave Macmillan UK.
Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). \"Be careful what you wish for...\": Five reasons to be concerned about the assignment of \"individual\" paraprofessionals. Teaching Exceptional Children, 37(5), 28.
Intervention efforts to support social interaction andcommunication among children with complex communication needs and their peers can involve a lot of different things. But, there are several elements thatseem especially important to intervention efforts. Here are a few:
Reliable and relevant communication system: Descriptive studies show that even when children have and use reliable AAC devices, these devices may not be around them during a lot of the time they are around their peers (Chung, Carter, & Sisco, 2012). Having meaningful, positive interactions with peers may be really challenging if children have never been provided a reliable communication system, or if their aided AAC is not even within their reach. Even more, though, the vocabulary on aided communication devices needs to be selected and organized with social communication in mind. In other words, are the symbols and messages on a child’s AAC device relevant for social communication and interaction with peers? How easy are they for the child with a disability and their peers to access?
Sufficient but not stifling support: The presence and support of adults like paraprofessionals, parents, educators, and other professionals can really be a tremendous help to
supporting positive, meaningful interactions among children with and without disabilities. However, these same people can also inadvertently hinder the type of interaction they want to occur! Finding the right balance between providing adult support to promote communication and participation—but not too much to get in the way—can be tricky but really important.
Shared activities and experiences with peers: Peer interactions are unlikely to occur unless children with and without disabilities are engaged with one another in shared activities within their schools and communities. Personal contact has a huge role in helping communication and increase over time—this means that sustained shared experiences, rather than brief or episodic experiences, are going to have the best impact on support social communication, interaction, and relationships. Shared experiences and activities that are age-appropriate can also help make sure that interactions support mutual-relationships among the child with the disability and their peers, rather than creating or reinforcing relationships that look more like teacher or tutor relationships.
Motivation: The motivation of both a child with disabilities themselves, as well as their peers, is really important to the quality of their interactions with one another. Children
may be more motivated to communicate when they have input into who they talk with, or what they talk about.
Regular reflection: No particular intervention approach is likely to work for all students. Because of this, it is truly essential that educators and service providers are collecting good data on communication goals, as they related to peer interaction. This regular reflection can also include getting information from students, peers, and others about the social validity of any intervention efforts. Interventions need to be acceptable to students and peers, sustainable, and effective in order to make an important impact on supporting social communication.
These elements are really important for any effort aimed at supporting meaningful, positive interaction among children and youth with complex communication needs and their peers. Each of them is addressing one or more of the different potential barriers I addressed in the last post (i.e., intrinsic, child-focused barriers, environmental/support barriers, peer-focused barriers). In the attached PDF, I include an example of a tool that can be used to reflect on how well these elements (and the potential barriers) are being addressed by educational teams in a school setting.
References:
Carter, E. W., Huber, H. H., & Biggs, E. E. (2015). The importance of peers as communication partners. In J. E. Downing, A. Hanreddy, & K. Peckham-Hardin (Eds.), Teaching communication skills to students with severe disabilities (3rd ed.). Baltimore, MD: Paul H. Brookes.
Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367. doi:10.1352/1944-7558-117.5.349
Peers may need to be equipped and encouraged in order tobuild the skills and motivation to interact really positively with a classmate with complex communication needs. So often, peers without disabilities want to interact with a classmate, but don’t know how. So, peers sometimes need extra information and support to learn new skills and strategies to support really positive, meaningful interactions with a classmate with a severe disability. One way to do this is to invite a few peers to participate in meaningful roles in an intervention effort focused on supporting social interaction among them and their classmate with a disability. To launch an intervention effort, it may be important to hold an initial orientation meeting and/or continue to provide support for them so that these peers are equipped with the information they need to be comfortable and effective in their interactions.
Any information shared with peers should be individually tailored. The information should help peers know exactly what you are expecting of them through the roles you’ve invited them to have in an intervention effort. For example, peers may be asked to serve as a partner within a peer support arrangement during an inclusive academic classroom (see Carter, Cushing, & Kennedy, 2009). No matter what the intervention looks like, here are some topics of information that might be helpful for peers:
Information should not be shared with peers that is confidential—such as information about a child’s disability diagnosis or other information in an IEP. Often, this type of information is not helpful for peers anyway! Instead, peers benefit from individualized, specific information about what they can do to interact well with their classmate and make sure their classmate has what they need to be successful in that interaction. I’ve attached an example of a handout that could be used to teach peers to use a few simple interaction strategies with a classmate who uses an aided AAC device. The handout itself would be most appropriate for older students; however, these strategies could easily be tailored to be more appropriate for younger students as well!
References
Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies for improving all students’ social lives and learning. Baltimore, MD: Paul H. Brookes Publishing Co.
There is likely little disagreement that social relationships matter for everyone—including children and youth with complex communication needs. However, children with complex communication needs often interact far more withadults providing educational and other services than they do with their peers. There are several observational research studies focused on describing the interactions of children with severe disabilities and complex communication needs, and they seem to converge upon a consistent conclusion—meaningful, positive interactions between students with complex communication needs and their peers may be infrequent or even altogether absent in schools, even when students are physically present in inclusive settings (for example, see studies by Carter, Sisco, Brown, Brickham, & Al-Khabbaz, 2008 and Chung, Carter, & Sisco, 2012).
If I were to thinkabout the interactions and relationships of children and youth without disabilities, it might look something like the first diagram below. In this diagram, children have meaningful, positive interactions with lots of individuals throughout their day. This includes interactions with people who have different types of relationships with the
child, and varying levels of intimacy in those relationships— like family, close friends, and acquaintances. But, for many children with complex communication needs, their interactions and relationships might look a little more like the second diagram below. In this diagram, children predominately interact with people paid to be in their lives (e.g., teachers, therapists, or other professionals), rather than close friends or acquaintances. Their interactions with family members may still be very present and positive, but they may rarely interact in meaningful, positive ways with their peers.
Some questions to challenge us might be these: As educators, family members, and service providers, what are we doing to help children interact with their peers in ways that provides the opportunity for them to develop relationships with their peers—both as acquaintances and close friends. At present, our are supports and services promoting promoting communication with individuals in this outer circle, or also with individuals in these inner circles?
In future posts this week, I’ll share more information about why simply being in the same physical space might not do enough to promote positive social interaction between children with disabilities and their peers. We can also talk more about what strategies might be used to help support the type of positive interaction we hope for.
References:
Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479-494. doi:10.1352/2008.113:479-494
Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367. doi: 10.1352/1944-7558-117.5.349
What is seen in schools as well as the research literatureis that simply being in the same physical space often is not enough to promote meaningful, positive social interaction between children with complex communication needs and their peers. If this is the case, it is really helpful to think about why. What are some potential barriers that might be keeping this meaningful social interaction from occurring? A helpful framework is to think about three different types of barriers to social interaction among students with disabilities and their peers: (1) Intrinsic, child-focused barriers, (2) Environmental and support barriers, and (3) Peer-focused barriers. We’ll take a closer look at each.
Potential Intrinsic, Child-focused Barriers to Social Interaction with Peers: These are things that prevent or challenge social interaction with peers that are directly related to the child with the disability. We might think about these potential challenges as being related to children’s motor skills, language skills, personality, behavior, or motivation to communication or interact with peers. Much of our time as educators and service providers is spent addressing these types of challenges by doing things like ensuring children have a reliable mode of communication, building children’s language skills, tapping into children’s interests to build motivation, and addressing challenging behaviors.
Potential Environmental and Support Barriers: These are things that prevent or challenge social interaction with peers that are related to either (a) aspects of the physical environment or (b) the ways educators and other adults provide support and instruction. For example, children’s present environment may be set up in a way that children experience difficulty physically accessing materials and spaces used by students without disabilities. Students may have very few or no shared opportunities to meet, learn alongside, and get to know peers because they are always engaged in separate curriculum and instruction. Finally, an almost constant presence of adult support can definitely be a potential barrier to social interaction with peers. Many children with complex communication needs receive extensive support from an adult, such as a paraprofessional. Research has identified concern with this support model because it can lead to little social communication, few interactions with peers, and little to no opportunities for students to build relationships with peers. (For more on this, see Giangreco et al., 2005).
Potential Peer-focused Barriers: These are things that prevent of challenge social interaction with peers that are related to the attitudes, skills, and confidence of peers. The available research suggests peers without disabilities hold a broad range of attitudes toward their schoolmates with disabilities—particularly those with complex communication needs (For more on this, see Carter, Biggs, & Blustein, 2016). Peers may be nervous to talk with their schoolmate with complex communication needs, may not know their classmate would want to interact with them, or may have the interaction skills they need to support positive interaction.
So often, we might think only about the child-focused barriers to social interaction with peers, and we may be rather unaware of how potential environmental/support barriers and peer-focused barriers create challenges to meaningful, positive social interaction. Later this week, I’ll share more about important intervention elements to try to combat some of these potential barriers.
References:
Carter, E. W., Biggs, E. E., & Blustein, C. L. (2016). Relationships Matter: Addressing Stigma Among Children and Youth with Intellectual Disabilities and Their Peers. In Intellectual Disability and Stigma (pp. 149-164). Palgrave Macmillan UK.
Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). \"Be careful what you wish for...\": Five reasons to be concerned about the assignment of \"individual\" paraprofessionals. Teaching Exceptional Children, 37(5), 28.
Intervention efforts to support social interaction andcommunication among children with complex communication needs and their peers can involve a lot of different things. But, there are several elements thatseem especially important to intervention efforts. Here are a few:
Reliable and relevant communication system: Descriptive studies show that even when children have and use reliable AAC devices, these devices may not be around them during a lot of the time they are around their peers (Chung, Carter, & Sisco, 2012). Having meaningful, positive interactions with peers may be really challenging if children have never been provided a reliable communication system, or if their aided AAC is not even within their reach. Even more, though, the vocabulary on aided communication devices needs to be selected and organized with social communication in mind. In other words, are the symbols and messages on a child’s AAC device relevant for social communication and interaction with peers? How easy are they for the child with a disability and their peers to access?
Sufficient but not stifling support: The presence and support of adults like paraprofessionals, parents, educators, and other professionals can really be a tremendous help to
supporting positive, meaningful interactions among children with and without disabilities. However, these same people can also inadvertently hinder the type of interaction they want to occur! Finding the right balance between providing adult support to promote communication and participation—but not too much to get in the way—can be tricky but really important.
Shared activities and experiences with peers: Peer interactions are unlikely to occur unless children with and without disabilities are engaged with one another in shared activities within their schools and communities. Personal contact has a huge role in helping communication and increase over time—this means that sustained shared experiences, rather than brief or episodic experiences, are going to have the best impact on support social communication, interaction, and relationships. Shared experiences and activities that are age-appropriate can also help make sure that interactions support mutual-relationships among the child with the disability and their peers, rather than creating or reinforcing relationships that look more like teacher or tutor relationships.
Motivation: The motivation of both a child with disabilities themselves, as well as their peers, is really important to the quality of their interactions with one another. Children
may be more motivated to communicate when they have input into who they talk with, or what they talk about.
Regular reflection: No particular intervention approach is likely to work for all students. Because of this, it is truly essential that educators and service providers are collecting good data on communication goals, as they related to peer interaction. This regular reflection can also include getting information from students, peers, and others about the social validity of any intervention efforts. Interventions need to be acceptable to students and peers, sustainable, and effective in order to make an important impact on supporting social communication.
These elements are really important for any effort aimed at supporting meaningful, positive interaction among children and youth with complex communication needs and their peers. Each of them is addressing one or more of the different potential barriers I addressed in the last post (i.e., intrinsic, child-focused barriers, environmental/support barriers, peer-focused barriers). In the attached PDF, I include an example of a tool that can be used to reflect on how well these elements (and the potential barriers) are being addressed by educational teams in a school setting.
References:
Carter, E. W., Huber, H. H., & Biggs, E. E. (2015). The importance of peers as communication partners. In J. E. Downing, A. Hanreddy, & K. Peckham-Hardin (Eds.), Teaching communication skills to students with severe disabilities (3rd ed.). Baltimore, MD: Paul H. Brookes.
Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367. doi:10.1352/1944-7558-117.5.349
Peers may need to be equipped and encouraged in order tobuild the skills and motivation to interact really positively with a classmate with complex communication needs. So often, peers without disabilities want to interact with a classmate, but don’t know how. So, peers sometimes need extra information and support to learn new skills and strategies to support really positive, meaningful interactions with a classmate with a severe disability. One way to do this is to invite a few peers to participate in meaningful roles in an intervention effort focused on supporting social interaction among them and their classmate with a disability. To launch an intervention effort, it may be important to hold an initial orientation meeting and/or continue to provide support for them so that these peers are equipped with the information they need to be comfortable and effective in their interactions.
Any information shared with peers should be individually tailored. The information should help peers know exactly what you are expecting of them through the roles you’ve invited them to have in an intervention effort. For example, peers may be asked to serve as a partner within a peer support arrangement during an inclusive academic classroom (see Carter, Cushing, & Kennedy, 2009). No matter what the intervention looks like, here are some topics of information that might be helpful for peers:
Information should not be shared with peers that is confidential—such as information about a child’s disability diagnosis or other information in an IEP. Often, this type of information is not helpful for peers anyway! Instead, peers benefit from individualized, specific information about what they can do to interact well with their classmate and make sure their classmate has what they need to be successful in that interaction. I’ve attached an example of a handout that could be used to teach peers to use a few simple interaction strategies with a classmate who uses an aided AAC device. The handout itself would be most appropriate for older students; however, these strategies could easily be tailored to be more appropriate for younger students as well!
References
Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies for improving all students’ social lives and learning. Baltimore, MD: Paul H. Brookes Publishing Co.
Want to help improve telepractice for children who use AAC by sharing your views and experiences?
We are looking for speech-language pathologists (SLPs) to participate in an online survey about telepractice for children who use AAC. Anyone who completes the survey will receive resources from the findings when the study is complete, and you could receive one of ten $75 Amazon gift cards!
You can participate whether or not you are currently using telepractice. This is a quick (up to about 30 minutes) and important way to help others in the field. Findings from this research will be used to identify ways to improve service delivery for children who use AAC, both within and beyond the current circumstances of the COVID-19 pandemic.
The survey link is below. Thanks, and please share widely with others!
https://redcap.link/AACtelepractice
There is likely little disagreement that social relationships matter for everyone—including children and youth with complex communication needs. However, children with complex communication needs often interact far more withadults providing educational and other services than they do with their peers. There are several observational research studies focused on describing the interactions of children with severe disabilities and complex communication needs, and they seem to converge upon a consistent conclusion—meaningful, positive interactions between students with complex communication needs and their peers may be infrequent or even altogether absent in schools, even when students are physically present in inclusive settings (for example, see studies by Carter, Sisco, Brown, Brickham, & Al-Khabbaz, 2008 and Chung, Carter, & Sisco, 2012).
If I were to thinkabout the interactions and relationships of children and youth without disabilities, it might look something like the first diagram below. In this diagram, children have meaningful, positive interactions with lots of individuals throughout their day. This includes interactions with people who have different types of relationships with the
child, and varying levels of intimacy in those relationships— like family, close friends, and acquaintances. But, for many children with complex communication needs, their interactions and relationships might look a little more like the second diagram below. In this diagram, children predominately interact with people paid to be in their lives (e.g., teachers, therapists, or other professionals), rather than close friends or acquaintances. Their interactions with family members may still be very present and positive, but they may rarely interact in meaningful, positive ways with their peers.
Some questions to challenge us might be these: As educators, family members, and service providers, what are we doing to help children interact with their peers in ways that provides the opportunity for them to develop relationships with their peers—both as acquaintances and close friends. At present, our are supports and services promoting promoting communication with individuals in this outer circle, or also with individuals in these inner circles?
In future posts this week, I’ll share more information about why simply being in the same physical space might not do enough to promote positive social interaction between children with disabilities and their peers. We can also talk more about what strategies might be used to help support the type of positive interaction we hope for.
References:
Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479-494. doi:10.1352/2008.113:479-494
Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367. doi: 10.1352/1944-7558-117.5.349
What is seen in schools as well as the research literatureis that simply being in the same physical space often is not enough to promote meaningful, positive social interaction between children with complex communication needs and their peers. If this is the case, it is really helpful to think about why. What are some potential barriers that might be keeping this meaningful social interaction from occurring? A helpful framework is to think about three different types of barriers to social interaction among students with disabilities and their peers: (1) Intrinsic, child-focused barriers, (2) Environmental and support barriers, and (3) Peer-focused barriers. We’ll take a closer look at each.
Potential Intrinsic, Child-focused Barriers to Social Interaction with Peers: These are things that prevent or challenge social interaction with peers that are directly related to the child with the disability. We might think about these potential challenges as being related to children’s motor skills, language skills, personality, behavior, or motivation to communication or interact with peers. Much of our time as educators and service providers is spent addressing these types of challenges by doing things like ensuring children have a reliable mode of communication, building children’s language skills, tapping into children’s interests to build motivation, and addressing challenging behaviors.
Potential Environmental and Support Barriers: These are things that prevent or challenge social interaction with peers that are related to either (a) aspects of the physical environment or (b) the ways educators and other adults provide support and instruction. For example, children’s present environment may be set up in a way that children experience difficulty physically accessing materials and spaces used by students without disabilities. Students may have very few or no shared opportunities to meet, learn alongside, and get to know peers because they are always engaged in separate curriculum and instruction. Finally, an almost constant presence of adult support can definitely be a potential barrier to social interaction with peers. Many children with complex communication needs receive extensive support from an adult, such as a paraprofessional. Research has identified concern with this support model because it can lead to little social communication, few interactions with peers, and little to no opportunities for students to build relationships with peers. (For more on this, see Giangreco et al., 2005).
Potential Peer-focused Barriers: These are things that prevent of challenge social interaction with peers that are related to the attitudes, skills, and confidence of peers. The available research suggests peers without disabilities hold a broad range of attitudes toward their schoolmates with disabilities—particularly those with complex communication needs (For more on this, see Carter, Biggs, & Blustein, 2016). Peers may be nervous to talk with their schoolmate with complex communication needs, may not know their classmate would want to interact with them, or may have the interaction skills they need to support positive interaction.
So often, we might think only about the child-focused barriers to social interaction with peers, and we may be rather unaware of how potential environmental/support barriers and peer-focused barriers create challenges to meaningful, positive social interaction. Later this week, I’ll share more about important intervention elements to try to combat some of these potential barriers.
References:
Carter, E. W., Biggs, E. E., & Blustein, C. L. (2016). Relationships Matter: Addressing Stigma Among Children and Youth with Intellectual Disabilities and Their Peers. In Intellectual Disability and Stigma (pp. 149-164). Palgrave Macmillan UK.
Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). \"Be careful what you wish for...\": Five reasons to be concerned about the assignment of \"individual\" paraprofessionals. Teaching Exceptional Children, 37(5), 28.
Intervention efforts to support social interaction andcommunication among children with complex communication needs and their peers can involve a lot of different things. But, there are several elements thatseem especially important to intervention efforts. Here are a few:
Reliable and relevant communication system: Descriptive studies show that even when children have and use reliable AAC devices, these devices may not be around them during a lot of the time they are around their peers (Chung, Carter, & Sisco, 2012). Having meaningful, positive interactions with peers may be really challenging if children have never been provided a reliable communication system, or if their aided AAC is not even within their reach. Even more, though, the vocabulary on aided communication devices needs to be selected and organized with social communication in mind. In other words, are the symbols and messages on a child’s AAC device relevant for social communication and interaction with peers? How easy are they for the child with a disability and their peers to access?
Sufficient but not stifling support: The presence and support of adults like paraprofessionals, parents, educators, and other professionals can really be a tremendous help to
supporting positive, meaningful interactions among children with and without disabilities. However, these same people can also inadvertently hinder the type of interaction they want to occur! Finding the right balance between providing adult support to promote communication and participation—but not too much to get in the way—can be tricky but really important.
Shared activities and experiences with peers: Peer interactions are unlikely to occur unless children with and without disabilities are engaged with one another in shared activities within their schools and communities. Personal contact has a huge role in helping communication and increase over time—this means that sustained shared experiences, rather than brief or episodic experiences, are going to have the best impact on support social communication, interaction, and relationships. Shared experiences and activities that are age-appropriate can also help make sure that interactions support mutual-relationships among the child with the disability and their peers, rather than creating or reinforcing relationships that look more like teacher or tutor relationships.
Motivation: The motivation of both a child with disabilities themselves, as well as their peers, is really important to the quality of their interactions with one another. Children
may be more motivated to communicate when they have input into who they talk with, or what they talk about.
Regular reflection: No particular intervention approach is likely to work for all students. Because of this, it is truly essential that educators and service providers are collecting good data on communication goals, as they related to peer interaction. This regular reflection can also include getting information from students, peers, and others about the social validity of any intervention efforts. Interventions need to be acceptable to students and peers, sustainable, and effective in order to make an important impact on supporting social communication.
These elements are really important for any effort aimed at supporting meaningful, positive interaction among children and youth with complex communication needs and their peers. Each of them is addressing one or more of the different potential barriers I addressed in the last post (i.e., intrinsic, child-focused barriers, environmental/support barriers, peer-focused barriers). In the attached PDF, I include an example of a tool that can be used to reflect on how well these elements (and the potential barriers) are being addressed by educational teams in a school setting.
References:
Carter, E. W., Huber, H. H., & Biggs, E. E. (2015). The importance of peers as communication partners. In J. E. Downing, A. Hanreddy, & K. Peckham-Hardin (Eds.), Teaching communication skills to students with severe disabilities (3rd ed.). Baltimore, MD: Paul H. Brookes.
Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367. doi:10.1352/1944-7558-117.5.349
Peers may need to be equipped and encouraged in order tobuild the skills and motivation to interact really positively with a classmate with complex communication needs. So often, peers without disabilities want to interact with a classmate, but don’t know how. So, peers sometimes need extra information and support to learn new skills and strategies to support really positive, meaningful interactions with a classmate with a severe disability. One way to do this is to invite a few peers to participate in meaningful roles in an intervention effort focused on supporting social interaction among them and their classmate with a disability. To launch an intervention effort, it may be important to hold an initial orientation meeting and/or continue to provide support for them so that these peers are equipped with the information they need to be comfortable and effective in their interactions.
Any information shared with peers should be individually tailored. The information should help peers know exactly what you are expecting of them through the roles you’ve invited them to have in an intervention effort. For example, peers may be asked to serve as a partner within a peer support arrangement during an inclusive academic classroom (see Carter, Cushing, & Kennedy, 2009). No matter what the intervention looks like, here are some topics of information that might be helpful for peers:
Information should not be shared with peers that is confidential—such as information about a child’s disability diagnosis or other information in an IEP. Often, this type of information is not helpful for peers anyway! Instead, peers benefit from individualized, specific information about what they can do to interact well with their classmate and make sure their classmate has what they need to be successful in that interaction. I’ve attached an example of a handout that could be used to teach peers to use a few simple interaction strategies with a classmate who uses an aided AAC device. The handout itself would be most appropriate for older students; however, these strategies could easily be tailored to be more appropriate for younger students as well!
References
Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies for improving all students’ social lives and learning. Baltimore, MD: Paul H. Brookes Publishing Co.
Want to help improve telepractice for children who use AAC by sharing your views and experiences?
We are looking for speech-language pathologists (SLPs) to participate in an online survey about telepractice for children who use AAC. Anyone who completes the survey will receive resources from the findings when the study is complete, and you could receive one of ten $75 Amazon gift cards!
You can participate whether or not you are currently using telepractice. This is a quick (up to about 30 minutes) and important way to help others in the field. Findings from this research will be used to identify ways to improve service delivery for children who use AAC, both within and beyond the current circumstances of the COVID-19 pandemic.
The survey link is below. Thanks, and please share widely with others!
https://redcap.link/AACtelepractice
Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop pragmatic skills first. This is followed by the onset of first words, which marks the beginning of semantics, and early word combinations mark the beginning of syntax.
Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
A typically-developing 18- to 24-month old child is an amazing being. At this stage, children begin to combine words (“Daddy up,” “Mama home,” “Want juice”), and then their language skills explode. They use the social skills they have been building since they were infants to map an ever-increasing vocabulary onto the sentences they are learning to use. That is, the four language domains are expanding and integrating at this stage:·
All four of these domains are present in a simple sentence of a 19-month-old toddler. For example, if a child looks at his mother, points, and says, “Mommy’s cup!”, he has made a comment (pragmatics), used two different vocabulary words (semantics), indicated the relationship between those words (syntax), and used a grammatical marker to clearly indicate this relationship (morphology).
What about AAC?
Using and playing with language in these ways is crucial to the development of an intact language system. Determining how to mirror this process with children who need AAC is undeniably challenging, but we strongly believe there is no better model for supporting language development than by doing exactly that. Therefore, in our posts over the next two weeks, we will attempt to:
For the next few posts, we’ll explore common approaches to building language for children who use aided AAC. Today, we’ll begin with core vocabulary.
What does it mean to use a core vocabulary approach to AAC?
The basic principle of using a core vocabulary approach to language development is to primarily focus on using a relatively small group (several hundred) of commonly used words, and to use them across many contexts. Some of the benefits of this approach are that the child can communicate in many contexts using the same vocabulary, and the location of the vocabulary never moves on the AAC display. For example, the word “is” is always located in the same place, which means that over time, this should speed up communication as the child memorizes where each word is located.
Teaching language using aided AAC is a tricky business. Of course we want to provide children with every opportunity to achieve full linguistic competence, but AAC technologies – no tech, low tech, or high tech – are the bottleneck for achieving this goal. Somehow, children who are preliterate have to find a way to access the vocabulary that they need to try to produce the sentences that are in their heads. Find a way for a preliterate child to quickly and easily locate thousands of words is an issue that has been nagging AAC interventionists for decades.
Core Vocabulary: A Pragmatic Approach
The core vocabulary approach takes a frank, pragmatic view of this state of affairs, trying to do as much as possible with today’s technologies. Instead of memorizing thousands of locations, children are initially taught to locate a small corpus of flexible words. This expands as the child memorizes symbol locations, with a goal of achieving automatic retrieval as quickly as possible. By teaching the child to locate a relatively small but highly flexible corpus of words, children may not reach full linguistic competence, but at least they can achieve a level of linguistic independence.
In the next post, we’ll examine the ways in which the core vocabulary approach does and does not adhere to normal language development.
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Which aspects are not fully addressed with core vocabulary?
Summary of pros and cons:
This popular, influential approach has some definite strengths that help language learners move beyond single word messages and strives to help children achieve independent communication. However, this approach does not follow a model of normal language development in several respects: semantic growth is limited when compared with normal development; children are often encouraged to use the core vocabulary they have, rather than increasing their lexicons as typical language learners do. Also, focus on language form is somewhat limited. Children are encouraged to build sentences, but focus on full linguistic complexity may not be stressed.
In the next post, we’ll begin to examine taxonomic approaches.
What does it mean to use a taxonomic approach to vocabulary organization?
Using a taxonomic approach to vocabulary organization involves grouping symbols by superordinate categories such as people, places, feelings, food, actions etc. If you were given a stack of flash cards containing a printed word on each and were asked to place the cards in piles, you might automatically start organizing the cards in this manner. This approach tends to immediately make sense to adults, because this is the way we mentally organize words. However, research has provided indications that this approach to organization may not be as intuitive to younger children – perhaps not until they are at least 6 or 7 years old.
AAC displays are often organized using taxonomic displays: one display for animals, another for food (and perhaps more specific displays for breakfast, lunch, dinner, and desserts) etc. Systematic research has not been conducted to look at the long-term language development impact of using these kinds of displays within AAC systems. Ideally, we want young children to be able to quickly locate thousands of words, but we know that taxonomic displays have significant learning costs; this is not an easy task, even for young typically developing children. For example, consider the different displays a child would have to find to say basic sentence such as “I broke a glass and cut my arm.” Depending on the system, he would have to locate pronouns, actions, articles, kitchenware, conjunctions, body parts – you can see how this might take a significant amount of time and effort, particularly for a young child who doesn’t yet understand which words go in which categories.
And what about words that fit into more than one category? For example, ‘glass’ may be located with kitchenware, but ‘glass’ also is a type of material. Should these types of words – and there are thousands in English – be stored in one location, or in multiple categories? Which approach is better in the short-term? Or the long-term? These are questions that we must consider as we look at this overall approach.
In the next post, we’ll examine the ways in which the taxonomic vocabulary organization approach may and may not adhere to normal language development.
References:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
Fallon, K., Light, J & Achenback, A. (2003). The semantic organization patterns of young children: Implications for augmentative and alternative communication. Augmentative and Alternative Communication, 19, 74-85.
Drager, K. D. R., Light, J. C., Speltz, J. C., Fallon, K. A., & Jeffries, L. Z. (2003). Performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. http://doi.org/10.1044/1092-4388(2004/084)
Which aspects of normal development are addressed with taxonomic vocabulary organization approaches?
Which aspects are NOT fully addressed with taxonomic vocabulary organization approach?
Overall, we suggest it is possible to adhere to principles of normal language development when employing a taxonomically organized AAC system with children. However, fostering all aspects of language form and function through this approach places a significant cognitive load on the child. The result is that their productions may be far shorter and less grammatically complete than their mentally represented sentences. That is, their productions may reflect external technological limitations rather than internal linguistic limitations.
Also, these systems can vary dramatically, depending on the level of sophistication. Providing layers of taxonomic categories on low- or mid-tech systems can be quite challenging to program, and equally challenging for the child to produce full sentences. For example, if a child is using a system with digitized speech, the voice output will not combine the symbols for “apple” and plural “s” so that they sound like one seamless production. Similarly, auto-features offering potential verb conjugations may assist children in exploring these options; for example, selecting ‘jump’ and then having a pop-up window that displays ‘jump,’ ‘jumps,’ ‘jumping,’ and ‘jumped.’
We offer these considerations as food for thought, as we have virtually no rigorous research examining the results of offering such advanced features on language development over time.
In the next post, we’ll begin to examine context-based vocabulary organization.
","userID":15994,"timestamp":"2016-10-04T15:59:20.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2911,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC ever since for more than a decade.\n\nCathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC.\n\nJennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC ever since for more than a decade.\n\nCathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC.\n\nJennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":129,"collectionID":86,"postID":8481,"quote":"","Post":{"postID":8481,"title":"Post #7: Current Approaches: Context-Based Vocabulary Organization Part 1","body":"What does it mean to use a context-based approach to vocabulary organization?
Context-based displays are also known as activity-based displays and Fitzgerald keys. Using a context-based approach to vocabulary organization involves grouping symbols by activities, routines, or event schemes. Each display contains vocabulary relevant to a given activity. A child may have a display for getting ready for school in the morning, anotherfor riding the bus to school, another for circle time, and a series of displays for various center activities like coloring, using magna-tiles, each favorite storybook, etc. These displays, when well-constructed, contain symbols representing various people, places, objects, feelings, actions, descriptors, and prepositions that may be relevant to for each individual activity. This approach is often combined with the taxonomic approach we discussed previously by grouping nouns together, verbs together, etc. (i.e., Fitzgerald key). We canquickly see how this approach might increase the likelihood of the child having easy access to relevant vocabulary in a given context, but to be effective, the display must contain all of the relevant, diverse vocabulary that the child needs. For example, a child can only say “I want to wear my red shirt with the blue stripes” if all of those words are included on the ‘getting dressed’ display.
In the next post, we’ll examine the ways in which the context-based vocabulary organization approach may and may not adhere to normal language development.
Reference:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
","userID":15994,"timestamp":"2016-10-04T16:06:25.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2003,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC ever since for more than a decade.\n\nCathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC.\n\nJennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC ever since for more than a decade.\n\nCathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC.\n\nJennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":130,"collectionID":86,"postID":8482,"quote":"","Post":{"postID":8482,"title":"Post #8: Current Approaches: Context-Based Vocabulary Organization Part 2","body":"Which aspects of normal development are addressed with context-based vocabulary organization approaches?
Which aspects are NOT fully addressed with context-based vocabulary organization approach?
Overall, we suggest it is possible to adhere to principles of normal language development when employing a context-based approach to organizing vocabulary within an AAC system, but it also has distinct weaknesses. This approach is particularly well-suited for helping children quickly learn how to construct sentences (syntax), but it can be particularly challenging for also supporting rapidly increasing expressive vocabulary (semantics). This approach requires careful consideration and customization.
In our final post, we will attempt to synthesize what we have discussed across our series of posts, knowing that there is far more work to be accomplished as the AAC field moves forward.
","userID":15994,"timestamp":"2016-10-04T16:15:40.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC ever since for more than a decade.\n\nCathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC.\n\nJennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC ever since for more than a decade.\n\nCathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC.\n\nJennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}},{"collectionItemID":131,"collectionID":86,"postID":8483,"quote":"","Post":{"postID":8483,"title":"Post #9: The Future of Language Development in AAC","body":"As AAC researchers interested in supporting language development, we have an obligation to objectively analyze and critique current AAC interventions and approaches. This is one way that we, as a field, can better understand where we are in terms of what we know now, and where we need to go next. The only way the AAC field can truly move forward is through a clear understanding of where we are now.
Predictably, all current AAC approaches – including the ones we examined in these posts and others we did not examine – have areas of strength and weakness. At this juncture, aided AAC intervention is full of compromises, given that language expression must pass through the bottleneck of technology. All approaches involve some trade-offs.
Our goals with these postings has been to highlight some of the broad trade-offs, for two important reasons. First, clinicians must make choices – hard choices – in selecting AAC options for preliterate children. For example, clinicians may, when taking any one approach, be faced with the impossible choice between supporting semantic growth or morphosyntax. As we discussed in our first post, young children develop all language domains simultaneously, and all domains are of prime importance. We see part of our role as making sure that clinicians fully understand the nature of these choices as they strive to provide the best possible language supports – that is, what may be gained with a particular approach, as well as what may be lost.
Second, we must fully acknowledge the gaps in our current approaches, not for the sake of touting one approach over another, but so that we can fill in remaining gaps. And we MUST fill in the gaps – systematically, and sometimes painfully slowly – so that we may all see the day when AAC options are available for all preliterate children that allow them to achieve their maximal linguistic potential. So – let’s all continue to work together in our mutual desire to make this dream a reality.
","userID":15994,"timestamp":"2016-10-04T16:20:24.65","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2462,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. 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She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. 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She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":15994,"userName":"Jennifer Kent-Walsh & Cathy Binger","email":"aaclabunm@gmail.com","photo":"/Uploads/photo_15994.jpg","firstName":"Jennifer Kent-Walsh & Cathy Binger","lastName":"","city":"","stateID":null,"bio":"Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC ever since for more than a decade.\n\nCathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC.\n\nJennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.\n","lastLogin":"2016-09-17T16:20:38.283","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-03T23:09:31.44","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12936,"userID":15994,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":8457,"title":"Post #1: Normal Language Development: A Model","body":"Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop pragmatic skills first. This is followed by the onset of first words, which marks the beginning of semantics, and early word combinations mark the beginning of syntax.
Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop pragmatic skills first. This is followed by the onset of first words, which marks the beginning of semantics, and early word combinations mark the beginning of syntax.
Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop pragmatic skills first. This is followed by the onset of first words, which marks the beginning of semantics, and early word combinations mark the beginning of syntax.
Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
A typically-developing 18- to 24-month old child is an amazing being. At this stage, children begin to combine words (“Daddy up,” “Mama home,” “Want juice”), and then their language skills explode. They use the social skills they have been building since they were infants to map an ever-increasing vocabulary onto the sentences they are learning to use. That is, the four language domains are expanding and integrating at this stage:·
All four of these domains are present in a simple sentence of a 19-month-old toddler. For example, if a child looks at his mother, points, and says, “Mommy’s cup!”, he has made a comment (pragmatics), used two different vocabulary words (semantics), indicated the relationship between those words (syntax), and used a grammatical marker to clearly indicate this relationship (morphology).
What about AAC?
Using and playing with language in these ways is crucial to the development of an intact language system. Determining how to mirror this process with children who need AAC is undeniably challenging, but we strongly believe there is no better model for supporting language development than by doing exactly that. Therefore, in our posts over the next two weeks, we will attempt to:
For the next few posts, we’ll explore common approaches to building language for children who use aided AAC. Today, we’ll begin with core vocabulary.
What does it mean to use a core vocabulary approach to AAC?
The basic principle of using a core vocabulary approach to language development is to primarily focus on using a relatively small group (several hundred) of commonly used words, and to use them across many contexts. Some of the benefits of this approach are that the child can communicate in many contexts using the same vocabulary, and the location of the vocabulary never moves on the AAC display. For example, the word “is” is always located in the same place, which means that over time, this should speed up communication as the child memorizes where each word is located.
Teaching language using aided AAC is a tricky business. Of course we want to provide children with every opportunity to achieve full linguistic competence, but AAC technologies – no tech, low tech, or high tech – are the bottleneck for achieving this goal. Somehow, children who are preliterate have to find a way to access the vocabulary that they need to try to produce the sentences that are in their heads. Find a way for a preliterate child to quickly and easily locate thousands of words is an issue that has been nagging AAC interventionists for decades.
Core Vocabulary: A Pragmatic Approach
The core vocabulary approach takes a frank, pragmatic view of this state of affairs, trying to do as much as possible with today’s technologies. Instead of memorizing thousands of locations, children are initially taught to locate a small corpus of flexible words. This expands as the child memorizes symbol locations, with a goal of achieving automatic retrieval as quickly as possible. By teaching the child to locate a relatively small but highly flexible corpus of words, children may not reach full linguistic competence, but at least they can achieve a level of linguistic independence.
In the next post, we’ll examine the ways in which the core vocabulary approach does and does not adhere to normal language development.
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Which aspects are not fully addressed with core vocabulary?
Summary of pros and cons:
This popular, influential approach has some definite strengths that help language learners move beyond single word messages and strives to help children achieve independent communication. However, this approach does not follow a model of normal language development in several respects: semantic growth is limited when compared with normal development; children are often encouraged to use the core vocabulary they have, rather than increasing their lexicons as typical language learners do. Also, focus on language form is somewhat limited. Children are encouraged to build sentences, but focus on full linguistic complexity may not be stressed.
In the next post, we’ll begin to examine taxonomic approaches.
What does it mean to use a taxonomic approach to vocabulary organization?
Using a taxonomic approach to vocabulary organization involves grouping symbols by superordinate categories such as people, places, feelings, food, actions etc. If you were given a stack of flash cards containing a printed word on each and were asked to place the cards in piles, you might automatically start organizing the cards in this manner. This approach tends to immediately make sense to adults, because this is the way we mentally organize words. However, research has provided indications that this approach to organization may not be as intuitive to younger children – perhaps not until they are at least 6 or 7 years old.
AAC displays are often organized using taxonomic displays: one display for animals, another for food (and perhaps more specific displays for breakfast, lunch, dinner, and desserts) etc. Systematic research has not been conducted to look at the long-term language development impact of using these kinds of displays within AAC systems. Ideally, we want young children to be able to quickly locate thousands of words, but we know that taxonomic displays have significant learning costs; this is not an easy task, even for young typically developing children. For example, consider the different displays a child would have to find to say basic sentence such as “I broke a glass and cut my arm.” Depending on the system, he would have to locate pronouns, actions, articles, kitchenware, conjunctions, body parts – you can see how this might take a significant amount of time and effort, particularly for a young child who doesn’t yet understand which words go in which categories.
And what about words that fit into more than one category? For example, ‘glass’ may be located with kitchenware, but ‘glass’ also is a type of material. Should these types of words – and there are thousands in English – be stored in one location, or in multiple categories? Which approach is better in the short-term? Or the long-term? These are questions that we must consider as we look at this overall approach.
In the next post, we’ll examine the ways in which the taxonomic vocabulary organization approach may and may not adhere to normal language development.
References:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
Fallon, K., Light, J & Achenback, A. (2003). The semantic organization patterns of young children: Implications for augmentative and alternative communication. Augmentative and Alternative Communication, 19, 74-85.
Drager, K. D. R., Light, J. C., Speltz, J. C., Fallon, K. A., & Jeffries, L. Z. (2003). Performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. http://doi.org/10.1044/1092-4388(2004/084)
What does it mean to use a taxonomic approach to vocabulary organization?
Using a taxonomic approach to vocabulary organization involves grouping symbols by superordinate categories such as people, places, feelings, food, actions etc. If you were given a stack of flash cards containing a printed word on each and were asked to place the cards in piles, you might automatically start organizing the cards in this manner. This approach tends to immediately make sense to adults, because this is the way we mentally organize words. However, research has provided indications that this approach to organization may not be as intuitive to younger children – perhaps not until they are at least 6 or 7 years old.
AAC displays are often organized using taxonomic displays: one display for animals, another for food (and perhaps more specific displays for breakfast, lunch, dinner, and desserts) etc. Systematic research has not been conducted to look at the long-term language development impact of using these kinds of displays within AAC systems. Ideally, we want young children to be able to quickly locate thousands of words, but we know that taxonomic displays have significant learning costs; this is not an easy task, even for young typically developing children. For example, consider the different displays a child would have to find to say basic sentence such as “I broke a glass and cut my arm.” Depending on the system, he would have to locate pronouns, actions, articles, kitchenware, conjunctions, body parts – you can see how this might take a significant amount of time and effort, particularly for a young child who doesn’t yet understand which words go in which categories.
And what about words that fit into more than one category? For example, ‘glass’ may be located with kitchenware, but ‘glass’ also is a type of material. Should these types of words – and there are thousands in English – be stored in one location, or in multiple categories? Which approach is better in the short-term? Or the long-term? These are questions that we must consider as we look at this overall approach.
In the next post, we’ll examine the ways in which the taxonomic vocabulary organization approach may and may not adhere to normal language development.
References:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
Fallon, K., Light, J & Achenback, A. (2003). The semantic organization patterns of young children: Implications for augmentative and alternative communication. Augmentative and Alternative Communication, 19, 74-85.
Drager, K. D. R., Light, J. C., Speltz, J. C., Fallon, K. A., & Jeffries, L. Z. (2003). Performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. http://doi.org/10.1044/1092-4388(2004/084)
Which aspects of normal development are addressed with taxonomic vocabulary organization approaches?
• Pragmatics: The child can convey a full range of pragmatic functions: requesting, rejecting, commenting, greeting, etc.
• Semantics: These systems typically allow the child to access thousands of words. One major advantage to the taxonomic vocabulary organization approach from a semantic perspective is the ability to store virtually unlimited vocabulary options across categories. This can afford children using AAC the same joy of early childhood which was previously mentioned as coming from playing with language, describing the world in ever-more-precise terms with a wide range of vocabulary options.
• Syntax: Children are able to select individual symbols one by one to create sentences. It is possible for children to build toward ever-increasing syntactic complexity using this feature – particularly in cases where advanced grammar features afford this to happen seamlessly when the feature is activated.
• Morphology: Morphological markers are sometimes available, depending on the particular symbol system being used and advanced features of the software or app.
Which aspects are not fully addressed with taxonomic vocabulary organization approach?
• Pragmatics: Pragmatic skills do not need to be limited by the taxonomic vocabulary approach.
• Semantics: Although thousands of words are often pre-programmed, locating these words can place a high cognitive burden on the child; it can be very challenging for them to locate these words. Also, the quality of AAC apps on the market vary widely and should be examined carefully to ensure that all semantic classes – not just nouns – are included. All parts of speech are important for language development.
• Syntax: It may be difficult to facilitate seamless production of increasingly semantic complexity without advanced grammar features being included in a taxonomically organized AAC system. And again, the need to search through layers of words places a high cognitive burden on the child. The child might have a clear mental representation of the sentence but have difficulty producing it, due to these technological challenges.
• Morphology: Similarly, without advanced (and intuitive) features affording access to morphological markers, it may be difficult for children to practice and develop morphological skills.
Overall, we suggest it is possible to adhere to principles of normal language development when employing a taxonomically organized AAC system with children. However, fostering all aspects of language form and function through this approach places a significant cognitive load on the child. The result is that their productions may be far shorter and less grammatically complete than their mentally represented sentences. That is, their productions may reflect external technological limitations rather than internal linguistic limitations.
Also, these systems can vary dramatically, depending on the level of sophistication. Providing layers of taxonomic categories on low- or mid-tech systems can be quite challenging to program, and equally challenging for the child to produce full sentences. For example, if a child is using a system with digitized speech, the voice output will not combine the symbols for “apple” and plural “s” so that they sound like one seamless production. Similarly, auto-features offering potential verb conjugations may assist children in exploring these options; for example, selecting ‘jump’ and then having a pop-up window that displays ‘jump,’ ‘jumps,’ ‘jumping,’ and ‘jumped.’
We offer these considerations as food for thought, as we have virtually no rigorous research examining the results of offering such advanced features on language development over time.
In the next post, we’ll begin to examine context-based vocabulary organization.
Which aspects of normal development are addressed with taxonomic vocabulary organization approaches?
Which aspects are NOT fully addressed with taxonomic vocabulary organization approach?
Overall, we suggest it is possible to adhere to principles of normal language development when employing a taxonomically organized AAC system with children. However, fostering all aspects of language form and function through this approach places a significant cognitive load on the child. The result is that their productions may be far shorter and less grammatically complete than their mentally represented sentences. That is, their productions may reflect external technological limitations rather than internal linguistic limitations.
Also, these systems can vary dramatically, depending on the level of sophistication. Providing layers of taxonomic categories on low- or mid-tech systems can be quite challenging to program, and equally challenging for the child to produce full sentences. For example, if a child is using a system with digitized speech, the voice output will not combine the symbols for “apple” and plural “s” so that they sound like one seamless production. Similarly, auto-features offering potential verb conjugations may assist children in exploring these options; for example, selecting ‘jump’ and then having a pop-up window that displays ‘jump,’ ‘jumps,’ ‘jumping,’ and ‘jumped.’
We offer these considerations as food for thought, as we have virtually no rigorous research examining the results of offering such advanced features on language development over time.
In the next post, we’ll begin to examine context-based vocabulary organization.
","userID":15994,"timestamp":"2016-10-04T15:59:20.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2911,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":128,"collectionID":86,"postID":8480,"quote":""}]},{"postID":8481,"title":"Post #7: Current Approaches: Context-Based Vocabulary Organization Part 1","body":"What does it mean to use a context-based approach to vocabulary organization?
Context-based displays are also known as activity-based displays and Fitzgerald keys. Using a context-based approach to vocabulary organization involves grouping symbols by activities, routines, or event schemes. Each display contains vocabulary relevant to a given activity. A child may have a display for getting ready for school in the morning, anotherfor riding the bus to school, another for circle time, and a series of displays for various center activities like coloring, using magna-tiles, each favorite storybook, etc. These displays, when well-constructed, contain symbols representing various people, places, objects, feelings, actions, descriptors, and prepositions that may be relevant to for each individual activity. This approach is often combined with the taxonomic approach we discussed previously by grouping nouns together, verbs together, etc. (i.e., Fitzgerald key). We canquickly see how this approach might increase the likelihood of the child having easy access to relevant vocabulary in a given context, but to be effective, the display must contain all of the relevant, diverse vocabulary that the child needs. For example, a child can only say “I want to wear my red shirt with the blue stripes” if all of those words are included on the ‘getting dressed’ display.
In the next post, we’ll examine the ways in which the context-based vocabulary organization approach may and may not adhere to normal language development.
Reference:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
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Which aspects are NOT fully addressed with context-based vocabulary organization approach?
Overall, we suggest it is possible to adhere to principles of normal language development when employing a context-based approach to organizing vocabulary within an AAC system, but it also has distinct weaknesses. This approach is particularly well-suited for helping children quickly learn how to construct sentences (syntax), but it can be particularly challenging for also supporting rapidly increasing expressive vocabulary (semantics). This approach requires careful consideration and customization.
In our final post, we will attempt to synthesize what we have discussed across our series of posts, knowing that there is far more work to be accomplished as the AAC field moves forward.
","userID":15994,"timestamp":"2016-10-04T16:15:40.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":130,"collectionID":86,"postID":8482,"quote":""}]},{"postID":8483,"title":"Post #9: The Future of Language Development in AAC","body":"As AAC researchers interested in supporting language development, we have an obligation to objectively analyze and critique current AAC interventions and approaches. This is one way that we, as a field, can better understand where we are in terms of what we know now, and where we need to go next. The only way the AAC field can truly move forward is through a clear understanding of where we are now.
Predictably, all current AAC approaches – including the ones we examined in these posts and others we did not examine – have areas of strength and weakness. At this juncture, aided AAC intervention is full of compromises, given that language expression must pass through the bottleneck of technology. All approaches involve some trade-offs.
Our goals with these postings has been to highlight some of the broad trade-offs, for two important reasons. First, clinicians must make choices – hard choices – in selecting AAC options for preliterate children. For example, clinicians may, when taking any one approach, be faced with the impossible choice between supporting semantic growth or morphosyntax. As we discussed in our first post, young children develop all language domains simultaneously, and all domains are of prime importance. We see part of our role as making sure that clinicians fully understand the nature of these choices as they strive to provide the best possible language supports – that is, what may be gained with a particular approach, as well as what may be lost.
Second, we must fully acknowledge the gaps in our current approaches, not for the sake of touting one approach over another, but so that we can fill in remaining gaps. And we MUST fill in the gaps – systematically, and sometimes painfully slowly – so that we may all see the day when AAC options are available for all preliterate children that allow them to achieve their maximal linguistic potential. So – let’s all continue to work together in our mutual desire to make this dream a reality.
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Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop pragmatic skills first. This is followed by the onset of first words, which marks the beginning of semantics, and early word combinations mark the beginning of syntax.
Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop pragmatic skills first. This is followed by the onset of first words, which marks the beginning of semantics, and early word combinations mark the beginning of syntax.
Two major points to remember:
1. Typically developing children learn complex language when they are very young!
2. Although the language domains start off successively (pragmatics, then semantics, then syntax), all domains are developing simultaneously by the time the typically developing child is 2 years old.
AAC Applications: We’ll leave you with this thought for the day: Is it possible for some of our young children who need AAC to reach these same milestones? Should they have same opportunities to explore all language domains early in life?
A typically-developing 18- to 24-month old child is an amazing being. At this stage, children begin to combine words (“Daddy up,” “Mama home,” “Want juice”), and then their language skills explode. They use the social skills they have been building since they were infants to map an ever-increasing vocabulary onto the sentences they are learning to use. That is, the four language domains are expanding and integrating at this stage:·
All four of these domains are present in a simple sentence of a 19-month-old toddler. For example, if a child looks at his mother, points, and says, “Mommy’s cup!”, he has made a comment (pragmatics), used two different vocabulary words (semantics), indicated the relationship between those words (syntax), and used a grammatical marker to clearly indicate this relationship (morphology).
What about AAC?
Using and playing with language in these ways is crucial to the development of an intact language system. Determining how to mirror this process with children who need AAC is undeniably challenging, but we strongly believe there is no better model for supporting language development than by doing exactly that. Therefore, in our posts over the next two weeks, we will attempt to:
For the next few posts, we’ll explore common approaches to building language for children who use aided AAC. Today, we’ll begin with core vocabulary.
What does it mean to use a core vocabulary approach to AAC?
The basic principle of using a core vocabulary approach to language development is to primarily focus on using a relatively small group (several hundred) of commonly used words, and to use them across many contexts. Some of the benefits of this approach are that the child can communicate in many contexts using the same vocabulary, and the location of the vocabulary never moves on the AAC display. For example, the word “is” is always located in the same place, which means that over time, this should speed up communication as the child memorizes where each word is located.
Teaching language using aided AAC is a tricky business. Of course we want to provide children with every opportunity to achieve full linguistic competence, but AAC technologies – no tech, low tech, or high tech – are the bottleneck for achieving this goal. Somehow, children who are preliterate have to find a way to access the vocabulary that they need to try to produce the sentences that are in their heads. Find a way for a preliterate child to quickly and easily locate thousands of words is an issue that has been nagging AAC interventionists for decades.
Core Vocabulary: A Pragmatic Approach
The core vocabulary approach takes a frank, pragmatic view of this state of affairs, trying to do as much as possible with today’s technologies. Instead of memorizing thousands of locations, children are initially taught to locate a small corpus of flexible words. This expands as the child memorizes symbol locations, with a goal of achieving automatic retrieval as quickly as possible. By teaching the child to locate a relatively small but highly flexible corpus of words, children may not reach full linguistic competence, but at least they can achieve a level of linguistic independence.
In the next post, we’ll examine the ways in which the core vocabulary approach does and does not adhere to normal language development.
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Which aspects are not fully addressed with core vocabulary?
Summary of pros and cons:
This popular, influential approach has some definite strengths that help language learners move beyond single word messages and strives to help children achieve independent communication. However, this approach does not follow a model of normal language development in several respects: semantic growth is limited when compared with normal development; children are often encouraged to use the core vocabulary they have, rather than increasing their lexicons as typical language learners do. Also, focus on language form is somewhat limited. Children are encouraged to build sentences, but focus on full linguistic complexity may not be stressed.
In the next post, we’ll begin to examine taxonomic approaches.
What does it mean to use a taxonomic approach to vocabulary organization?
Using a taxonomic approach to vocabulary organization involves grouping symbols by superordinate categories such as people, places, feelings, food, actions etc. If you were given a stack of flash cards containing a printed word on each and were asked to place the cards in piles, you might automatically start organizing the cards in this manner. This approach tends to immediately make sense to adults, because this is the way we mentally organize words. However, research has provided indications that this approach to organization may not be as intuitive to younger children – perhaps not until they are at least 6 or 7 years old.
AAC displays are often organized using taxonomic displays: one display for animals, another for food (and perhaps more specific displays for breakfast, lunch, dinner, and desserts) etc. Systematic research has not been conducted to look at the long-term language development impact of using these kinds of displays within AAC systems. Ideally, we want young children to be able to quickly locate thousands of words, but we know that taxonomic displays have significant learning costs; this is not an easy task, even for young typically developing children. For example, consider the different displays a child would have to find to say basic sentence such as “I broke a glass and cut my arm.” Depending on the system, he would have to locate pronouns, actions, articles, kitchenware, conjunctions, body parts – you can see how this might take a significant amount of time and effort, particularly for a young child who doesn’t yet understand which words go in which categories.
And what about words that fit into more than one category? For example, ‘glass’ may be located with kitchenware, but ‘glass’ also is a type of material. Should these types of words – and there are thousands in English – be stored in one location, or in multiple categories? Which approach is better in the short-term? Or the long-term? These are questions that we must consider as we look at this overall approach.
In the next post, we’ll examine the ways in which the taxonomic vocabulary organization approach may and may not adhere to normal language development.
References:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
Fallon, K., Light, J & Achenback, A. (2003). The semantic organization patterns of young children: Implications for augmentative and alternative communication. Augmentative and Alternative Communication, 19, 74-85.
Drager, K. D. R., Light, J. C., Speltz, J. C., Fallon, K. A., & Jeffries, L. Z. (2003). Performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. http://doi.org/10.1044/1092-4388(2004/084)
What does it mean to use a taxonomic approach to vocabulary organization?
Using a taxonomic approach to vocabulary organization involves grouping symbols by superordinate categories such as people, places, feelings, food, actions etc. If you were given a stack of flash cards containing a printed word on each and were asked to place the cards in piles, you might automatically start organizing the cards in this manner. This approach tends to immediately make sense to adults, because this is the way we mentally organize words. However, research has provided indications that this approach to organization may not be as intuitive to younger children – perhaps not until they are at least 6 or 7 years old.
AAC displays are often organized using taxonomic displays: one display for animals, another for food (and perhaps more specific displays for breakfast, lunch, dinner, and desserts) etc. Systematic research has not been conducted to look at the long-term language development impact of using these kinds of displays within AAC systems. Ideally, we want young children to be able to quickly locate thousands of words, but we know that taxonomic displays have significant learning costs; this is not an easy task, even for young typically developing children. For example, consider the different displays a child would have to find to say basic sentence such as “I broke a glass and cut my arm.” Depending on the system, he would have to locate pronouns, actions, articles, kitchenware, conjunctions, body parts – you can see how this might take a significant amount of time and effort, particularly for a young child who doesn’t yet understand which words go in which categories.
And what about words that fit into more than one category? For example, ‘glass’ may be located with kitchenware, but ‘glass’ also is a type of material. Should these types of words – and there are thousands in English – be stored in one location, or in multiple categories? Which approach is better in the short-term? Or the long-term? These are questions that we must consider as we look at this overall approach.
In the next post, we’ll examine the ways in which the taxonomic vocabulary organization approach may and may not adhere to normal language development.
References:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
Fallon, K., Light, J & Achenback, A. (2003). The semantic organization patterns of young children: Implications for augmentative and alternative communication. Augmentative and Alternative Communication, 19, 74-85.
Drager, K. D. R., Light, J. C., Speltz, J. C., Fallon, K. A., & Jeffries, L. Z. (2003). Performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. http://doi.org/10.1044/1092-4388(2004/084)
Which aspects of normal development are addressed with taxonomic vocabulary organization approaches?
• Pragmatics: The child can convey a full range of pragmatic functions: requesting, rejecting, commenting, greeting, etc.
• Semantics: These systems typically allow the child to access thousands of words. One major advantage to the taxonomic vocabulary organization approach from a semantic perspective is the ability to store virtually unlimited vocabulary options across categories. This can afford children using AAC the same joy of early childhood which was previously mentioned as coming from playing with language, describing the world in ever-more-precise terms with a wide range of vocabulary options.
• Syntax: Children are able to select individual symbols one by one to create sentences. It is possible for children to build toward ever-increasing syntactic complexity using this feature – particularly in cases where advanced grammar features afford this to happen seamlessly when the feature is activated.
• Morphology: Morphological markers are sometimes available, depending on the particular symbol system being used and advanced features of the software or app.
Which aspects are not fully addressed with taxonomic vocabulary organization approach?
• Pragmatics: Pragmatic skills do not need to be limited by the taxonomic vocabulary approach.
• Semantics: Although thousands of words are often pre-programmed, locating these words can place a high cognitive burden on the child; it can be very challenging for them to locate these words. Also, the quality of AAC apps on the market vary widely and should be examined carefully to ensure that all semantic classes – not just nouns – are included. All parts of speech are important for language development.
• Syntax: It may be difficult to facilitate seamless production of increasingly semantic complexity without advanced grammar features being included in a taxonomically organized AAC system. And again, the need to search through layers of words places a high cognitive burden on the child. The child might have a clear mental representation of the sentence but have difficulty producing it, due to these technological challenges.
• Morphology: Similarly, without advanced (and intuitive) features affording access to morphological markers, it may be difficult for children to practice and develop morphological skills.
Overall, we suggest it is possible to adhere to principles of normal language development when employing a taxonomically organized AAC system with children. However, fostering all aspects of language form and function through this approach places a significant cognitive load on the child. The result is that their productions may be far shorter and less grammatically complete than their mentally represented sentences. That is, their productions may reflect external technological limitations rather than internal linguistic limitations.
Also, these systems can vary dramatically, depending on the level of sophistication. Providing layers of taxonomic categories on low- or mid-tech systems can be quite challenging to program, and equally challenging for the child to produce full sentences. For example, if a child is using a system with digitized speech, the voice output will not combine the symbols for “apple” and plural “s” so that they sound like one seamless production. Similarly, auto-features offering potential verb conjugations may assist children in exploring these options; for example, selecting ‘jump’ and then having a pop-up window that displays ‘jump,’ ‘jumps,’ ‘jumping,’ and ‘jumped.’
We offer these considerations as food for thought, as we have virtually no rigorous research examining the results of offering such advanced features on language development over time.
In the next post, we’ll begin to examine context-based vocabulary organization.
Which aspects of normal development are addressed with taxonomic vocabulary organization approaches?
Which aspects are NOT fully addressed with taxonomic vocabulary organization approach?
Overall, we suggest it is possible to adhere to principles of normal language development when employing a taxonomically organized AAC system with children. However, fostering all aspects of language form and function through this approach places a significant cognitive load on the child. The result is that their productions may be far shorter and less grammatically complete than their mentally represented sentences. That is, their productions may reflect external technological limitations rather than internal linguistic limitations.
Also, these systems can vary dramatically, depending on the level of sophistication. Providing layers of taxonomic categories on low- or mid-tech systems can be quite challenging to program, and equally challenging for the child to produce full sentences. For example, if a child is using a system with digitized speech, the voice output will not combine the symbols for “apple” and plural “s” so that they sound like one seamless production. Similarly, auto-features offering potential verb conjugations may assist children in exploring these options; for example, selecting ‘jump’ and then having a pop-up window that displays ‘jump,’ ‘jumps,’ ‘jumping,’ and ‘jumped.’
We offer these considerations as food for thought, as we have virtually no rigorous research examining the results of offering such advanced features on language development over time.
In the next post, we’ll begin to examine context-based vocabulary organization.
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Context-based displays are also known as activity-based displays and Fitzgerald keys. Using a context-based approach to vocabulary organization involves grouping symbols by activities, routines, or event schemes. Each display contains vocabulary relevant to a given activity. A child may have a display for getting ready for school in the morning, anotherfor riding the bus to school, another for circle time, and a series of displays for various center activities like coloring, using magna-tiles, each favorite storybook, etc. These displays, when well-constructed, contain symbols representing various people, places, objects, feelings, actions, descriptors, and prepositions that may be relevant to for each individual activity. This approach is often combined with the taxonomic approach we discussed previously by grouping nouns together, verbs together, etc. (i.e., Fitzgerald key). We canquickly see how this approach might increase the likelihood of the child having easy access to relevant vocabulary in a given context, but to be effective, the display must contain all of the relevant, diverse vocabulary that the child needs. For example, a child can only say “I want to wear my red shirt with the blue stripes” if all of those words are included on the ‘getting dressed’ display.
In the next post, we’ll examine the ways in which the context-based vocabulary organization approach may and may not adhere to normal language development.
Reference:
Beukelman, D. R. and Mirenda, P. (2013). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs. Baltimore: Brookes Publishing Co.
","userID":15994,"timestamp":"2016-10-04T16:06:25.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2003,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":129,"collectionID":86,"postID":8481,"quote":""}]},{"postID":8482,"title":"Post #8: Current Approaches: Context-Based Vocabulary Organization Part 2","body":"Which aspects of normal development are addressed with context-based vocabulary organization approaches?
Which aspects are NOT fully addressed with context-based vocabulary organization approach?
Overall, we suggest it is possible to adhere to principles of normal language development when employing a context-based approach to organizing vocabulary within an AAC system, but it also has distinct weaknesses. This approach is particularly well-suited for helping children quickly learn how to construct sentences (syntax), but it can be particularly challenging for also supporting rapidly increasing expressive vocabulary (semantics). This approach requires careful consideration and customization.
In our final post, we will attempt to synthesize what we have discussed across our series of posts, knowing that there is far more work to be accomplished as the AAC field moves forward.
","userID":15994,"timestamp":"2016-10-04T16:15:40.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":130,"collectionID":86,"postID":8482,"quote":""}]},{"postID":8483,"title":"Post #9: The Future of Language Development in AAC","body":"As AAC researchers interested in supporting language development, we have an obligation to objectively analyze and critique current AAC interventions and approaches. This is one way that we, as a field, can better understand where we are in terms of what we know now, and where we need to go next. The only way the AAC field can truly move forward is through a clear understanding of where we are now.
Predictably, all current AAC approaches – including the ones we examined in these posts and others we did not examine – have areas of strength and weakness. At this juncture, aided AAC intervention is full of compromises, given that language expression must pass through the bottleneck of technology. All approaches involve some trade-offs.
Our goals with these postings has been to highlight some of the broad trade-offs, for two important reasons. First, clinicians must make choices – hard choices – in selecting AAC options for preliterate children. For example, clinicians may, when taking any one approach, be faced with the impossible choice between supporting semantic growth or morphosyntax. As we discussed in our first post, young children develop all language domains simultaneously, and all domains are of prime importance. We see part of our role as making sure that clinicians fully understand the nature of these choices as they strive to provide the best possible language supports – that is, what may be gained with a particular approach, as well as what may be lost.
Second, we must fully acknowledge the gaps in our current approaches, not for the sake of touting one approach over another, but so that we can fill in remaining gaps. And we MUST fill in the gaps – systematically, and sometimes painfully slowly – so that we may all see the day when AAC options are available for all preliterate children that allow them to achieve their maximal linguistic potential. So – let’s all continue to work together in our mutual desire to make this dream a reality.
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I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":9064,"userName":"mooneya@ohsu.edu","email":"mooneya@ohsu.edu","photo":"/Uploads/photo_9064.jpg","firstName":"Aimee","lastName":"Mooney","city":"","stateID":null,"bio":"I have practiced as a licensed Speech and Language Pathologist for 25 years. I specialize in applying Communication and Cognitive Rehabilitation with adults with Neurological illness/injury across multiple settings from inpatient rehabilitation to day-treatment outpatient programs to home health. I am a member of OHSU REKNEW: Reclaiming Expressive Knowledge in Elders with Communication Difficulties. REKNEW Projects research ways that Augmentative and Alternative Communication (AAC) can support adults with degenerative neurological disease as they experience complex communication impairments. \nI am also an Adjunct Assistant Professor and Clinical Supervisor in the Speech and Hearing Sciences Department at Portland State University. I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":116,"collectionID":82,"postID":8426,"quote":"Check out this Review Article on Supporting Communication for Patients with Neurodegenerative Disease","Post":{"postID":8426,"title":"I'm sharing a review article on Supporting Communication for Adults with Neurodegenerative Disease","body":"This article give an overview of communication supports (AAC) that are most usefuls for patients with complex communication impairments secondary to neurodegenerative disease. The AAC service depends on whether the condition affects speech and motor skills (as in ALS), language (as in Primary Progressive Aphasia) or cognition (as in Dementia). This review article discusses symptom management, including low and high tech solutions and communication partner training. Emphasis is on three themes which are imperative in the delivery of AAC for these poplulations: 1)early intervention, 2)inclusion of communication partners 3)modification of AAC strategies throughout disease progression. Conclusions: AAC should be standard practice for adults with neurodegenerative disease. Patients can maintain effective, functional communication with AAC supports. Individualized communication systems can be implemented ensuring patients remain active participants in daily activities.
Link:http://content.iospress.com/articles/neurorehabili...
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I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":9064,"userName":"mooneya@ohsu.edu","email":"mooneya@ohsu.edu","photo":"/Uploads/photo_9064.jpg","firstName":"Aimee","lastName":"Mooney","city":"","stateID":null,"bio":"I have practiced as a licensed Speech and Language Pathologist for 25 years. 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I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":117,"collectionID":82,"postID":8428,"quote":"Everyone Communicates is an excellent site to find AAC in Aging resources.","Post":{"postID":8428,"title":"Great source for information on Aging-Related Communication Difficulties and AAC","body":"This site is a fantastic and thorough resource for AAC users of all ages. However, for the purposes of this collection, please direct your attention to the sections on Aging-Related Communication Difficulties and AAC and Dementia. Books, alternate websites, articles, etc...Well done!
Link: http://www.everyonecommunicates.org/resources/disa...
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I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":9064,"userName":"mooneya@ohsu.edu","email":"mooneya@ohsu.edu","photo":"/Uploads/photo_9064.jpg","firstName":"Aimee","lastName":"Mooney","city":"","stateID":null,"bio":"I have practiced as a licensed Speech and Language Pathologist for 25 years. I specialize in applying Communication and Cognitive Rehabilitation with adults with Neurological illness/injury across multiple settings from inpatient rehabilitation to day-treatment outpatient programs to home health. I am a member of OHSU REKNEW: Reclaiming Expressive Knowledge in Elders with Communication Difficulties. REKNEW Projects research ways that Augmentative and Alternative Communication (AAC) can support adults with degenerative neurological disease as they experience complex communication impairments. \nI am also an Adjunct Assistant Professor and Clinical Supervisor in the Speech and Hearing Sciences Department at Portland State University. I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}},{"collectionItemID":118,"collectionID":82,"postID":8431,"quote":"The American Speech and Hearing Association(ASHA) is a good resource for AAC in Dementia","Post":{"postID":8431,"title":"AAC Strategies and Tools for Persons With Dementia","body":"Look to the American Speech and Hearing Association LEADER magazine for easy to understand, but evidence-based research summaries on AAC with people with Alzheimer's Disease. Here is a fantastic article by my colleagues who are experts in this area: Michelle Bourgeois, PhD, CCC-SLP; Melanie Fried-Oken, PhD, CCC-SLP;Charity Rowland, PhD
\"The basic goal of augmentative and alternative communication (AAC) is to help persons with communication impairments increase their participation in desired activities and create opportunities for social interaction through various modes of communication. AAC, especially high-tech computer-based and speech-generating devices, is most often used by individuals with severe oral-motor or expressive language impairments and is rarely considered for persons with dementia who continue to speak well into the late stages of their disease.\"
Read more at: http://leader.pubs.asha.org/article.aspx?articleid...
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Please take some time and look through our site. We are excited to share our research with you!
Link: http://www.ohsu.edu/xd/research/centers-institutes...
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I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]},"User1":{"userID":9064,"userName":"mooneya@ohsu.edu","email":"mooneya@ohsu.edu","photo":"/Uploads/photo_9064.jpg","firstName":"Aimee","lastName":"Mooney","city":"","stateID":null,"bio":"I have practiced as a licensed Speech and Language Pathologist for 25 years. 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I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}]}}}],"User":{"userID":9064,"userName":"mooneya@ohsu.edu","email":"mooneya@ohsu.edu","photo":"/Uploads/photo_9064.jpg","firstName":"Aimee","lastName":"Mooney","city":"","stateID":null,"bio":"I have practiced as a licensed Speech and Language Pathologist for 25 years. I specialize in applying Communication and Cognitive Rehabilitation with adults with Neurological illness/injury across multiple settings from inpatient rehabilitation to day-treatment outpatient programs to home health. I am a member of OHSU REKNEW: Reclaiming Expressive Knowledge in Elders with Communication Difficulties. REKNEW Projects research ways that Augmentative and Alternative Communication (AAC) can support adults with degenerative neurological disease as they experience complex communication impairments. \nI am also an Adjunct Assistant Professor and Clinical Supervisor in the Speech and Hearing Sciences Department at Portland State University. I teach Cognitive Rehabilitation and developed The Adult Cognitive Rehabilitation Clinic. \nFrom treating patients to researching best practices for patients and their families, I have developed a life-long passion for helping adults to maximize recovery from injury or adapt to disease & degenerative illness. \n","lastLogin":"2016-04-20T13:52:38.147","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-03T23:01:46.85","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":12306,"userID":9064,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":12307,"userID":9064,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":12308,"userID":9064,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}],"Posts":[{"postID":8424,"title":"National Joint Committee for Communication Needs for people with Severe Disabilities","body":"","userID":9064,"timestamp":"2016-09-08T21:35:05.863","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8425,"title":"National Committee Joint Commission for Communication for People with Severe Disabilities","body":"I believe that EVERY HUMAN, regardless of age, is entitled to have every possible support to enhance and support communication. I find myself highly endorsing the National Joint Commission's Communication Bill of Rights, which I attach here. I think you will too!
","userID":9064,"timestamp":"2016-09-08T21:36:53.613","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":991,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5628,"postID":8425,"userID":9043,"timestamp":"2016-09-14T18:47:01.423"},{"starID":5641,"postID":8425,"userID":3188,"timestamp":"2016-09-16T18:46:50.357"}],"PostCollectionItems":[{"collectionItemID":115,"collectionID":82,"postID":8425,"quote":"Join me in supporting the COMMUNICATION BILL OF RIGHTS!"}]},{"postID":8426,"title":"I'm sharing a review article on Supporting Communication for Adults with Neurodegenerative Disease","body":"This article give an overview of communication supports (AAC) that are most usefuls for patients with complex communication impairments secondary to neurodegenerative disease. The AAC service depends on whether the condition affects speech and motor skills (as in ALS), language (as in Primary Progressive Aphasia) or cognition (as in Dementia). This review article discusses symptom management, including low and high tech solutions and communication partner training. Emphasis is on three themes which are imperative in the delivery of AAC for these poplulations: 1)early intervention, 2)inclusion of communication partners 3)modification of AAC strategies throughout disease progression. Conclusions: AAC should be standard practice for adults with neurodegenerative disease. Patients can maintain effective, functional communication with AAC supports. Individualized communication systems can be implemented ensuring patients remain active participants in daily activities.
Link:http://content.iospress.com/articles/neurorehabili...
","userID":9064,"timestamp":"2016-09-08T21:52:43.473","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1033,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5622,"postID":8426,"userID":2020,"timestamp":"2016-09-09T22:23:30.157"},{"starID":5627,"postID":8426,"userID":9043,"timestamp":"2016-09-14T18:46:58.83"}],"PostCollectionItems":[{"collectionItemID":116,"collectionID":82,"postID":8426,"quote":"Check out this Review Article on Supporting Communication for Patients with Neurodegenerative Disease"}]},{"postID":8427,"title":"Helpful handouts for Communicating with people who have Communication Difficulties and Communication Supports for people with Alzheimer's Disease","body":"The REKNEW Lab at Oregon Health and Sciences University researches ways that Augmentative and Alternative Communication (AAC) can support adults with degenerative neurological disease as they experience complex communication impairments. Please take some time and look through our site. We are excited to share our research with you!
Link: http://www.ohsu.edu/xd/research/centers-institutes...
","userID":9064,"timestamp":"2016-09-13T15:25:19.653","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":902,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5624,"postID":8427,"userID":9043,"timestamp":"2016-09-14T18:44:48.157"}],"PostCollectionItems":[{"collectionItemID":119,"collectionID":82,"postID":8427,"quote":"I'm excited to share our work on AAC in aging at Oregon Health and Sciences University!"}]},{"postID":8428,"title":"Great source for information on Aging-Related Communication Difficulties and AAC","body":"This site is a fantastic and thorough resource for AAC users of all ages. However, for the purposes of this collection, please direct your attention to the sections on Aging-Related Communication Difficulties and AAC and Dementia. Books, alternate websites, articles, etc...Well done!
Link: http://www.everyonecommunicates.org/resources/disa...
","userID":9064,"timestamp":"2016-09-12T15:47:26.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5626,"postID":8428,"userID":9043,"timestamp":"2016-09-14T18:44:57.503"}],"PostCollectionItems":[{"collectionItemID":117,"collectionID":82,"postID":8428,"quote":"Everyone Communicates is an excellent site to find AAC in Aging resources."}]},{"postID":8429,"title":"Low Tech AAC for Adults with Aphasia. ","body":"Carole Zangari and the late Robin Parker have created a WONDERFUL site for folks who use or support those who use AAC. \"PrAACtical AAC\" supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties.
I attach one of their posts on use of low-tech AAC for adults with Aphasia.
Link: http://praacticalaac.org/praactical/low-tech-aac-f...
","userID":9064,"timestamp":"2016-09-08T22:12:23.833","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":26,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8430,"title":"AAC Strategies and Tools for Persons With Dementia","body":"Look to the American Speech and Hearing Association LEADER magazine for easy to understand, but evidence-based research summaries on AAC with people with Alzheimer's Disease. Here is a fantastic article by my colleagues who are experts in this area: Michelle Bourgeois, PhD, CCC-SLP; Melanie Fried-Oken, PhD, CCC-SLP;Charity Rowland, PhD
\"The basic goal of augmentative and alternative communication (AAC) is to help persons with communication impairments increase their participation in desired activities and create opportunities for social interaction through various modes of communication. AAC, especially high-tech computer-based and speech-generating devices, is most often used by individuals with severe oral-motor or expressive language impairments and is rarely considered for persons with dementia who continue to speak well into the late stages of their disease.\"
Read more at: http://leader.pubs.asha.org/article.aspx?articleid...
","userID":9064,"timestamp":"2016-09-08T22:19:18.05","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8431,"title":"AAC Strategies and Tools for Persons With Dementia","body":"Look to the American Speech and Hearing Association LEADER magazine for easy to understand, but evidence-based research summaries on AAC with people with Alzheimer's Disease. Here is a fantastic article by my colleagues who are experts in this area: Michelle Bourgeois, PhD, CCC-SLP; Melanie Fried-Oken, PhD, CCC-SLP;Charity Rowland, PhD
\"The basic goal of augmentative and alternative communication (AAC) is to help persons with communication impairments increase their participation in desired activities and create opportunities for social interaction through various modes of communication. AAC, especially high-tech computer-based and speech-generating devices, is most often used by individuals with severe oral-motor or expressive language impairments and is rarely considered for persons with dementia who continue to speak well into the late stages of their disease.\"
Read more at: http://leader.pubs.asha.org/article.aspx?articleid...
","userID":9064,"timestamp":"2016-09-13T15:22:06.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2694,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5625,"postID":8431,"userID":9043,"timestamp":"2016-09-14T18:44:51.703"}],"PostCollectionItems":[{"collectionItemID":118,"collectionID":82,"postID":8431,"quote":"The American Speech and Hearing Association(ASHA) is a good resource for AAC in Dementia"}]},{"postID":8432,"title":"AAC for adults with intellectual disabilities: Are We Read for Growing AAC Needs in Group Homes? ","body":"\"As more adults with intellectual disabilities live longer and lose their parents, they need increased support with communication systems\" This is the sub-title of an excellent article that helps us to think about the future of people with intellectual disabilities and complex communication needs as they live longer, higher-quality, independent and more productive lives.
Another great American Speech and Hearing Association (ASHA) Leader article: http://leader.pubs.asha.org/article.aspx?articleid...
I believe that EVERY HUMAN, regardless of age, is entitled to have every possible support to enhance and support communication. I find myself highly endorsing the National Joint Commission's Communication Bill of Rights, which I attach here. I think you will too!
","userID":9064,"timestamp":"2016-09-08T21:36:53.613","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":991,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5628,"postID":8425,"userID":9043,"timestamp":"2016-09-14T18:47:01.423"},{"starID":5641,"postID":8425,"userID":3188,"timestamp":"2016-09-16T18:46:50.357"}],"PostCollectionItems":[{"collectionItemID":115,"collectionID":82,"postID":8425,"quote":"Join me in supporting the COMMUNICATION BILL OF RIGHTS!"}]},{"postID":8426,"title":"I'm sharing a review article on Supporting Communication for Adults with Neurodegenerative Disease","body":"This article give an overview of communication supports (AAC) that are most usefuls for patients with complex communication impairments secondary to neurodegenerative disease. The AAC service depends on whether the condition affects speech and motor skills (as in ALS), language (as in Primary Progressive Aphasia) or cognition (as in Dementia). This review article discusses symptom management, including low and high tech solutions and communication partner training. Emphasis is on three themes which are imperative in the delivery of AAC for these poplulations: 1)early intervention, 2)inclusion of communication partners 3)modification of AAC strategies throughout disease progression. Conclusions: AAC should be standard practice for adults with neurodegenerative disease. Patients can maintain effective, functional communication with AAC supports. Individualized communication systems can be implemented ensuring patients remain active participants in daily activities.
Link:http://content.iospress.com/articles/neurorehabili...
","userID":9064,"timestamp":"2016-09-08T21:52:43.473","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1033,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5622,"postID":8426,"userID":2020,"timestamp":"2016-09-09T22:23:30.157"},{"starID":5627,"postID":8426,"userID":9043,"timestamp":"2016-09-14T18:46:58.83"}],"PostCollectionItems":[{"collectionItemID":116,"collectionID":82,"postID":8426,"quote":"Check out this Review Article on Supporting Communication for Patients with Neurodegenerative Disease"}]},{"postID":8427,"title":"Helpful handouts for Communicating with people who have Communication Difficulties and Communication Supports for people with Alzheimer's Disease","body":"The REKNEW Lab at Oregon Health and Sciences University researches ways that Augmentative and Alternative Communication (AAC) can support adults with degenerative neurological disease as they experience complex communication impairments. Please take some time and look through our site. We are excited to share our research with you!
Link: http://www.ohsu.edu/xd/research/centers-institutes...
","userID":9064,"timestamp":"2016-09-13T15:25:19.653","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":902,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5624,"postID":8427,"userID":9043,"timestamp":"2016-09-14T18:44:48.157"}],"PostCollectionItems":[{"collectionItemID":119,"collectionID":82,"postID":8427,"quote":"I'm excited to share our work on AAC in aging at Oregon Health and Sciences University!"}]},{"postID":8428,"title":"Great source for information on Aging-Related Communication Difficulties and AAC","body":"This site is a fantastic and thorough resource for AAC users of all ages. However, for the purposes of this collection, please direct your attention to the sections on Aging-Related Communication Difficulties and AAC and Dementia. Books, alternate websites, articles, etc...Well done!
Link: http://www.everyonecommunicates.org/resources/disa...
","userID":9064,"timestamp":"2016-09-12T15:47:26.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5626,"postID":8428,"userID":9043,"timestamp":"2016-09-14T18:44:57.503"}],"PostCollectionItems":[{"collectionItemID":117,"collectionID":82,"postID":8428,"quote":"Everyone Communicates is an excellent site to find AAC in Aging resources."}]},{"postID":8429,"title":"Low Tech AAC for Adults with Aphasia. ","body":"Carole Zangari and the late Robin Parker have created a WONDERFUL site for folks who use or support those who use AAC. \"PrAACtical AAC\" supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties.
I attach one of their posts on use of low-tech AAC for adults with Aphasia.
Link: http://praacticalaac.org/praactical/low-tech-aac-f...
","userID":9064,"timestamp":"2016-09-08T22:12:23.833","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":26,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8430,"title":"AAC Strategies and Tools for Persons With Dementia","body":"Look to the American Speech and Hearing Association LEADER magazine for easy to understand, but evidence-based research summaries on AAC with people with Alzheimer's Disease. Here is a fantastic article by my colleagues who are experts in this area: Michelle Bourgeois, PhD, CCC-SLP; Melanie Fried-Oken, PhD, CCC-SLP;Charity Rowland, PhD
\"The basic goal of augmentative and alternative communication (AAC) is to help persons with communication impairments increase their participation in desired activities and create opportunities for social interaction through various modes of communication. AAC, especially high-tech computer-based and speech-generating devices, is most often used by individuals with severe oral-motor or expressive language impairments and is rarely considered for persons with dementia who continue to speak well into the late stages of their disease.\"
Read more at: http://leader.pubs.asha.org/article.aspx?articleid...
","userID":9064,"timestamp":"2016-09-08T22:19:18.05","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8431,"title":"AAC Strategies and Tools for Persons With Dementia","body":"Look to the American Speech and Hearing Association LEADER magazine for easy to understand, but evidence-based research summaries on AAC with people with Alzheimer's Disease. Here is a fantastic article by my colleagues who are experts in this area: Michelle Bourgeois, PhD, CCC-SLP; Melanie Fried-Oken, PhD, CCC-SLP;Charity Rowland, PhD
\"The basic goal of augmentative and alternative communication (AAC) is to help persons with communication impairments increase their participation in desired activities and create opportunities for social interaction through various modes of communication. AAC, especially high-tech computer-based and speech-generating devices, is most often used by individuals with severe oral-motor or expressive language impairments and is rarely considered for persons with dementia who continue to speak well into the late stages of their disease.\"
Read more at: http://leader.pubs.asha.org/article.aspx?articleid...
","userID":9064,"timestamp":"2016-09-13T15:22:06.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2694,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5625,"postID":8431,"userID":9043,"timestamp":"2016-09-14T18:44:51.703"}],"PostCollectionItems":[{"collectionItemID":118,"collectionID":82,"postID":8431,"quote":"The American Speech and Hearing Association(ASHA) is a good resource for AAC in Dementia"}]},{"postID":8432,"title":"AAC for adults with intellectual disabilities: Are We Read for Growing AAC Needs in Group Homes? ","body":"\"As more adults with intellectual disabilities live longer and lose their parents, they need increased support with communication systems\" This is the sub-title of an excellent article that helps us to think about the future of people with intellectual disabilities and complex communication needs as they live longer, higher-quality, independent and more productive lives.
Another great American Speech and Hearing Association (ASHA) Leader article: http://leader.pubs.asha.org/article.aspx?articleid...
This continues to be a favorite, fun especially for Orion and the tickler!
(Originally posted on \"A Mom's Musings', April 24, 2016)
This video is about playing through touch and using anticipation, with Mom's fingers crawling up his chest to tickle his neck. This gives Orion positive experiences with tickle and anticipation games. (Text is in the video description at its original YouTube location.)
Sighted children are able to see the tickle monster or The Hand diving in to tickle-bomb them. If you used the same sneaky technique on your DeafBlind child, you're going to scare them. Thomas and I wanted Orion to experience the same thing but in a DeafBlind way- what's similar in both situations is anticipation in a fun way. Orion has no sight or sound* so he's learning mainly through the senses he does have, most commonly known as touch, taste, smell. (There are more senses beyond the 5 senses, too, by the way!) In order for Orion to know we're about to come in, we go ahead and gently touch him on his abdomen, crawl up his chest in a slow-to-quick motion (slow most of the time) to where we ultimately tickle him.
We have accidentally frightened him, even when we mean well. I recall one time I was so excited, I mean, so emotionally overtaken when he accomplished something, I tickled him right away in celebration. He was startled. I hoped I did not scare him to the point he avoids doing that skill again. (He did it again anyway and I knew better to be gentle.)
*Orion has bilateral cochlear implants. He currently wears just the left processor for brief periods of time in school, especially during music class if he leaves it on.
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Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
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Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]}}},{"collectionItemID":108,"collectionID":81,"postID":7911,"quote":"To love and be loved... without words.","Post":{"postID":7911,"title":"Love Doesn't Need Words","body":"I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
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It helps us recognize and explain to our community about our children’s ‘voices’ or ‘touch”, that many people probably never realized or appreciated were meaningful communication.
\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
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Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]}}},{"collectionItemID":111,"collectionID":81,"postID":7936,"quote":"This post leads to a video where I entice my DeafBlind 5 year-old son Orion to feel my signs.","Post":{"postID":7936,"title":"Video: Talking and Eating (with Orion)","body":"For the last day of this memorable month of December guest moderating in the Communication Matrix Community, I want to share a gem of a moment with Orion I was able to get on video where I \"tempted\" and invited Orion to read sign language tactually.
First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Also posted on \"A Mom's Musings\", 9/2/2016
When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]}}},{"collectionItemID":255,"collectionID":81,"postID":10250,"quote":"Touch: Accessible, yet natural feeling, interaction and information for my DeafBlind son Orion.","Post":{"postID":10250,"title":"Pearls Of Touch","body":"Originally posted March 2017 at \"A Mom's Musings\", www.OrionTheKid.com
My muses for this are from two key sources: my DeafBlind, ProTactile-using (and PT inspiring) friends Hayley Broadway and Sarah Morrison, and my 6+ years of wanting accessible, yet natural feeling, interaction and information for my DeafBlind 6 year-old son Orion. These thoughts were jogged while preparing for Hayley and Sarah’s much-anticipated ProTactile presentation at the 2017 Texas DeafBlind Symposium on 3/4/2017.
We’ve known since before Orion was born that touch would be a key part of his life. What we know today was refined, elaborated, practiced and it will continue to develop over time as we learn from our mistakes, discoveries, and Orion’s responses.Communication can happen at any level ranging from the level of involuntary communication, and then voluntary communication including the simplest basic refusal (such as refusing food or spitting it out) all the way through to abstract languages such as American Sign Language, English, Tagalog, etc. My thoughts on touch grows upon the basis that it is versatile through any level of communication.Touch for Communication
\nDisclaimer: I’m a Deaf mom who loves any topic regarding congenitally DeafBlind individuals provided by presenters, DeafBlind-related specialists, and therapists in person or via articles and videos. For the sake of categorizing types of touch in my thoughts here, there are two— direct contact and indirect contact.Direct contact
Constantly in skin to skin contact: any part of your body to any part of his body, in any situation (floor, bed, highchair, bathtub). Touch is not only done by your fingers but any part of the great skin organ we have.
When you greet Orion, we welcome you to:
1) Touch his knee, elbow or upper arm.
2a) Orion will put his hand on where he knows your hand is, or
2b) From his elbow, glide your fingers up to his hand.
3) Sign “Hi”. If he still holds on to feel what you’re doing, quickly add Orion’s name sign to say “Hi, Orion”, and then “Me” and your name sign.
Note: if Orion withdraws contact during any step, that is OK. He knows you/someone is there. Do not go directly to his face, chest or palm of his hands without greeting/touching him in the first place. Any new comments or actions, you touch Orion the same way as you greet him (step #1 and #2 above).
Staying in contact is providing constant feedback to Orion on your actions. Another benefit is that it’s less startling to the Deafblind child is tapping or prompting him with the same hand or body part that’s already in contact. Moving yourself or an object while in contact informs him where you/it ends up.
\nTip: If he pushes you away, let him. Follow/accept where he puts your hand and stay there for a while and then go back and touch him. If he pushes you away again, accept and stay there. (Object permanence.) Orion does check and see if you’re still there even when he requires his own space.
\nIndirect contact
Other ways to indirectly inform him that you’re there if not directly touching him is through your vibrations, movement, scent and movement of air.
Some examples are sitting on the bench with him, bed, stroller, wood floor, etc. There’s no need to tiptoe around because its beneficial to be noisy or create vibrations because your DeafBlind child will know something’s up. When Orion was a baby, he’d lounge on a nice setup on the wood floor, you can feel when people walk through the room and approach you. We would touch the frame of his stroller or the edge of the playpen before touching Orion’s legs and arms because this alerts him that someone is near and perhaps approaching him.
\nOrion loves our bed maybe a bit too much. When I get up and go to the other side of the bed, instead of just walking around and re-touching the bed, I suggest you get up, keep your hands on the mattress- drum it, push it with your fingers, anything, including bumping your leg against the bed frame wherever you are— be a klutz— until you go to the other side of the bed, Orion will have observed exactly where you were, went and are now and will not be startled when you are in contact with him again.
\nTouch for Information
\nTouch is not just for communication, it overlaps with information/observation uses, too. If nobody touched Orion, or any other DeafBlind child, while doing their own errands or activities, Orion/they may assume people just sit or lay around all day so he will do just that. He will have received misleading information even with the absence of touch!
\nAnother touch information example is bringing Orion to the refrigerator to get the milk jug out, taking the top off, pouring it in his bottle, putting the bottle top back on, putting the milk jug cap back on and into the fridge and giving him the bottle to enjoy. This was not easy to do, and I recommend two people working together for this one but when this is done, Orion gets input to build up concepts about the things, people and activities in his environment.
\nWe encourage nurses and doctors to let Orion feel the medical tools first before using them on him. Tools, including utensils, bottles are concrete, self-explanatory objects that Orion knows about. We can use these objects as object symbols when we’re not currently in the situation, such as letting him know we’re going to the doctor by showing him a spare stethoscope.
\nCreating habits and a lifestyle
\nIf habit is a comfortable bed that’s hard to get out of, then touch communication is a bed I wouldn’t even try to get out of.
\nWhen this is an effort that you think of to do every day, every time, it has a chance to become a habit and then a lifestyle. It would be even better as a family, team or community lifestyle. Orion is a naturally happy boy, he is even more content and quick to play when we’re in touch with him.
\nThis is something anybody can do, family members, teachers, bus drivers, doctors and friends can share of themselves through touch. Anyone. Abstract language is not required for touch communication and information.
\n————————————————————————
Related takeaways and my spin-off thoughts from Friday (3/3) enlightening general session presentations at the 2017 Texas DeafBlind Symposium. (Prior to the ProTactile presentation.)
I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267","Post":{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96","Post":{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91","Post":{"postID":6913,"title":"Father and Son Enjoy a Finger-Tapping Conversation","body":"Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877","Post":{"postID":7916,"title":"Your Flyswatter vs. The Good Fairy","body":"What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
","userID":6476,"timestamp":"2015-12-14T21:42:33.827","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Empower our children by saying good riddance to the Good Fairy!","show":true,"views":3154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":109,"collectionID":81,"postID":7916,"quote":"Empower our DeafBlind children by saying good riddance to the Good Fairy! You can have too much of a good thing."}]}},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66","Post":{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713","Post":{"postID":7924,"title":"Access to Media: The Importance of Audio Description","body":"Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94","Post":{"postID":7935,"title":"Mommy Loves the Communication Matrix","body":"As a parent, I believe the Communication Matrix is a great set of lens for us to look through at our children. It helps us recognize and explain to our community about our children’s ‘voices’ or ‘touch”, that many people probably never realized or appreciated were meaningful communication.
\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
","userID":6476,"timestamp":"2015-12-24T15:57:34.303","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"This mom appreciates the perspective gained from using the Communication Matrix. ","show":true,"views":2908,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":110,"collectionID":81,"postID":7935,"quote":"This mom appreciates the perspective gained from using the Communication Matrix."}]}},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077","Post":{"postID":7936,"title":"Video: Talking and Eating (with Orion)","body":"For the last day of this memorable month of December guest moderating in the Communication Matrix Community, I want to share a gem of a moment with Orion I was able to get on video where I \"tempted\" and invited Orion to read sign language tactually.
First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
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When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
","userID":6476,"timestamp":"2016-09-02T16:45:01.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4903,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":114,"collectionID":81,"postID":8420,"quote":"We used to wonder how Orion would get from where he was as a baby, with fists and Moro reflexes, all the way to being a tactile-signing DeafBlind adult."}]}},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243","Post":{"postID":8693,"title":"Parent use of the Forum","body":"Kirk School is doing a parent night to show parent's the Communication Matrix and the Community of Practice. We would love to hear from parents that are using the Community of Practice. What do you like? what isn't helpful? any comments are appreciated.
","userID":12934,"timestamp":"2017-03-03T18:46:13.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}}],"UserTypeLookups":[],"Posts":[{"postID":6894,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6895,"title":"Any Communication is still Communication","body":"I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4386,"postID":6895,"userID":2016,"timestamp":"2015-12-02T15:10:54.267"},{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4394,"postID":6895,"userID":2020,"timestamp":"2015-12-05T18:50:40.9"}],"PostCollectionItems":[]},{"postID":6896,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6902,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66"},{"starID":4401,"postID":6904,"userID":2016,"timestamp":"2015-12-08T21:36:37.207"},{"starID":5588,"postID":6904,"userID":2018,"timestamp":"2016-06-30T04:28:23.477"}],"PostCollectionItems":[]},{"postID":6905,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6906,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6908,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6909,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6910,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6911,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6912,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6913,"title":"Father and Son Enjoy a Finger-Tapping Conversation","body":"Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":4402,"postID":6913,"userID":2016,"timestamp":"2015-12-08T21:41:55.023"},{"starID":5399,"postID":6913,"userID":2023,"timestamp":"2015-12-09T11:22:49.953"},{"starID":5400,"postID":6913,"userID":39268,"timestamp":"2015-12-10T06:40:59.217"},{"starID":5423,"postID":6913,"userID":6596,"timestamp":"2016-01-13T09:51:59.923"},{"starID":6106,"postID":6913,"userID":14050,"timestamp":"2020-09-16T16:35:53.14"}],"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]},{"postID":6914,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7911,"title":"Love Doesn't Need Words","body":"I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
","userID":6476,"timestamp":"2015-12-14T21:42:33.827","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Empower our children by saying good riddance to the Good Fairy!","show":true,"views":3154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5407,"postID":7916,"userID":39268,"timestamp":"2015-12-15T14:33:55.507"}],"PostCollectionItems":[{"collectionItemID":109,"collectionID":81,"postID":7916,"quote":"Empower our DeafBlind children by saying good riddance to the Good Fairy! You can have too much of a good thing."}]},{"postID":7917,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7918,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7919,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7920,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7921,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7922,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7930,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7934,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7935,"title":"Mommy Loves the Communication Matrix","body":"As a parent, I believe the Communication Matrix is a great set of lens for us to look through at our children. It helps us recognize and explain to our community about our children’s ‘voices’ or ‘touch”, that many people probably never realized or appreciated were meaningful communication.
\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
","userID":6476,"timestamp":"2015-12-24T15:57:34.303","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"This mom appreciates the perspective gained from using the Communication Matrix. ","show":true,"views":2908,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5411,"postID":7935,"userID":39268,"timestamp":"2015-12-26T07:07:58.303"}],"PostCollectionItems":[{"collectionItemID":110,"collectionID":81,"postID":7935,"quote":"This mom appreciates the perspective gained from using the Communication Matrix."}]},{"postID":7936,"title":"Video: Talking and Eating (with Orion)","body":"For the last day of this memorable month of December guest moderating in the Communication Matrix Community, I want to share a gem of a moment with Orion I was able to get on video where I \"tempted\" and invited Orion to read sign language tactually.
First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
This continues to be a favorite, fun especially for Orion and the tickler!
(Originally posted on \"A Mom's Musings', April 24, 2016)
This video is about playing through touch and using anticipation, with Mom's fingers crawling up his chest to tickle his neck. This gives Orion positive experiences with tickle and anticipation games. (Text is in the video description at its original YouTube location.)
Sighted children are able to see the tickle monster or The Hand diving in to tickle-bomb them. If you used the same sneaky technique on your DeafBlind child, you're going to scare them. Thomas and I wanted Orion to experience the same thing but in a DeafBlind way- what's similar in both situations is anticipation in a fun way. Orion has no sight or sound* so he's learning mainly through the senses he does have, most commonly known as touch, taste, smell. (There are more senses beyond the 5 senses, too, by the way!) In order for Orion to know we're about to come in, we go ahead and gently touch him on his abdomen, crawl up his chest in a slow-to-quick motion (slow most of the time) to where we ultimately tickle him.
We have accidentally frightened him, even when we mean well. I recall one time I was so excited, I mean, so emotionally overtaken when he accomplished something, I tickled him right away in celebration. He was startled. I hoped I did not scare him to the point he avoids doing that skill again. (He did it again anyway and I knew better to be gentle.)
*Orion has bilateral cochlear implants. He currently wears just the left processor for brief periods of time in school, especially during music class if he leaves it on.
","userID":6476,"timestamp":"2016-08-24T02:08:32.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":6197,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5612,"postID":8398,"userID":39268,"timestamp":"2016-08-29T13:56:58.99"}],"PostCollectionItems":[{"collectionItemID":106,"collectionID":81,"postID":8398,"quote":"Not only does playing via touch flavor your and your child's life with joy, they also become curious and interactive based on their positive experiences with their sense of touch. How do I know? My DeafBlind son, Orion, showed me."}]},{"postID":8399,"title":"","body":"Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands. I still believe that anything is possible, no matter how a child uses his hand and would love to learn more.
Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands. I still believe that anything is possible, no matter how a child uses his hand and would love to learn more.
Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Also posted on \"A Mom's Musings\", 9/2/2016
When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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My muses for this are from two key sources: my DeafBlind, ProTactile-using (and PT inspiring) friends Hayley Broadway and Sarah Morrison, and my 6+ years of wanting accessible, yet natural feeling, interaction and information for my DeafBlind 6 year-old son Orion. These thoughts were jogged while preparing for Hayley and Sarah’s much-anticipated ProTactile presentation at the 2017 Texas DeafBlind Symposium on 3/4/2017.
We’ve known since before Orion was born that touch would be a key part of his life. What we know today was refined, elaborated, practiced and it will continue to develop over time as we learn from our mistakes, discoveries, and Orion’s responses.Communication can happen at any level ranging from the level of involuntary communication, and then voluntary communication including the simplest basic refusal (such as refusing food or spitting it out) all the way through to abstract languages such as American Sign Language, English, Tagalog, etc. My thoughts on touch grows upon the basis that it is versatile through any level of communication.Touch for Communication
\nDisclaimer: I’m a Deaf mom who loves any topic regarding congenitally DeafBlind individuals provided by presenters, DeafBlind-related specialists, and therapists in person or via articles and videos. For the sake of categorizing types of touch in my thoughts here, there are two— direct contact and indirect contact.Direct contact
Constantly in skin to skin contact: any part of your body to any part of his body, in any situation (floor, bed, highchair, bathtub). Touch is not only done by your fingers but any part of the great skin organ we have.
When you greet Orion, we welcome you to:
1) Touch his knee, elbow or upper arm.
2a) Orion will put his hand on where he knows your hand is, or
2b) From his elbow, glide your fingers up to his hand.
3) Sign “Hi”. If he still holds on to feel what you’re doing, quickly add Orion’s name sign to say “Hi, Orion”, and then “Me” and your name sign.
Note: if Orion withdraws contact during any step, that is OK. He knows you/someone is there. Do not go directly to his face, chest or palm of his hands without greeting/touching him in the first place. Any new comments or actions, you touch Orion the same way as you greet him (step #1 and #2 above).
Staying in contact is providing constant feedback to Orion on your actions. Another benefit is that it’s less startling to the Deafblind child is tapping or prompting him with the same hand or body part that’s already in contact. Moving yourself or an object while in contact informs him where you/it ends up.
\nTip: If he pushes you away, let him. Follow/accept where he puts your hand and stay there for a while and then go back and touch him. If he pushes you away again, accept and stay there. (Object permanence.) Orion does check and see if you’re still there even when he requires his own space.
\nIndirect contact
Other ways to indirectly inform him that you’re there if not directly touching him is through your vibrations, movement, scent and movement of air.
Some examples are sitting on the bench with him, bed, stroller, wood floor, etc. There’s no need to tiptoe around because its beneficial to be noisy or create vibrations because your DeafBlind child will know something’s up. When Orion was a baby, he’d lounge on a nice setup on the wood floor, you can feel when people walk through the room and approach you. We would touch the frame of his stroller or the edge of the playpen before touching Orion’s legs and arms because this alerts him that someone is near and perhaps approaching him.
\nOrion loves our bed maybe a bit too much. When I get up and go to the other side of the bed, instead of just walking around and re-touching the bed, I suggest you get up, keep your hands on the mattress- drum it, push it with your fingers, anything, including bumping your leg against the bed frame wherever you are— be a klutz— until you go to the other side of the bed, Orion will have observed exactly where you were, went and are now and will not be startled when you are in contact with him again.
\nTouch for Information
\nTouch is not just for communication, it overlaps with information/observation uses, too. If nobody touched Orion, or any other DeafBlind child, while doing their own errands or activities, Orion/they may assume people just sit or lay around all day so he will do just that. He will have received misleading information even with the absence of touch!
\nAnother touch information example is bringing Orion to the refrigerator to get the milk jug out, taking the top off, pouring it in his bottle, putting the bottle top back on, putting the milk jug cap back on and into the fridge and giving him the bottle to enjoy. This was not easy to do, and I recommend two people working together for this one but when this is done, Orion gets input to build up concepts about the things, people and activities in his environment.
\nWe encourage nurses and doctors to let Orion feel the medical tools first before using them on him. Tools, including utensils, bottles are concrete, self-explanatory objects that Orion knows about. We can use these objects as object symbols when we’re not currently in the situation, such as letting him know we’re going to the doctor by showing him a spare stethoscope.
\nCreating habits and a lifestyle
\nIf habit is a comfortable bed that’s hard to get out of, then touch communication is a bed I wouldn’t even try to get out of.
\nWhen this is an effort that you think of to do every day, every time, it has a chance to become a habit and then a lifestyle. It would be even better as a family, team or community lifestyle. Orion is a naturally happy boy, he is even more content and quick to play when we’re in touch with him.
\nThis is something anybody can do, family members, teachers, bus drivers, doctors and friends can share of themselves through touch. Anyone. Abstract language is not required for touch communication and information.
\n————————————————————————
Related takeaways and my spin-off thoughts from Friday (3/3) enlightening general session presentations at the 2017 Texas DeafBlind Symposium. (Prior to the ProTactile presentation.)
I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
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I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
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(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
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December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
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\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
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First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
This continues to be a favorite, fun especially for Orion and the tickler!
(Originally posted on \"A Mom's Musings', April 24, 2016)
This video is about playing through touch and using anticipation, with Mom's fingers crawling up his chest to tickle his neck. This gives Orion positive experiences with tickle and anticipation games. (Text is in the video description at its original YouTube location.)
Sighted children are able to see the tickle monster or The Hand diving in to tickle-bomb them. If you used the same sneaky technique on your DeafBlind child, you're going to scare them. Thomas and I wanted Orion to experience the same thing but in a DeafBlind way- what's similar in both situations is anticipation in a fun way. Orion has no sight or sound* so he's learning mainly through the senses he does have, most commonly known as touch, taste, smell. (There are more senses beyond the 5 senses, too, by the way!) In order for Orion to know we're about to come in, we go ahead and gently touch him on his abdomen, crawl up his chest in a slow-to-quick motion (slow most of the time) to where we ultimately tickle him.
We have accidentally frightened him, even when we mean well. I recall one time I was so excited, I mean, so emotionally overtaken when he accomplished something, I tickled him right away in celebration. He was startled. I hoped I did not scare him to the point he avoids doing that skill again. (He did it again anyway and I knew better to be gentle.)
*Orion has bilateral cochlear implants. He currently wears just the left processor for brief periods of time in school, especially during music class if he leaves it on.
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Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands. I still believe that anything is possible, no matter how a child uses his hand and would love to learn more.
Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Also posted on \"A Mom's Musings\", 9/2/2016
When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
","userID":6476,"timestamp":"2016-09-02T16:45:01.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4903,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"}],"PostCollectionItems":[{"collectionItemID":114,"collectionID":81,"postID":8420,"quote":"We used to wonder how Orion would get from where he was as a baby, with fists and Moro reflexes, all the way to being a tactile-signing DeafBlind adult."}]},{"postID":10250,"title":"Pearls Of Touch","body":"Originally posted March 2017 at \"A Mom's Musings\", www.OrionTheKid.com
My muses for this are from two key sources: my DeafBlind, ProTactile-using (and PT inspiring) friends Hayley Broadway and Sarah Morrison, and my 6+ years of wanting accessible, yet natural feeling, interaction and information for my DeafBlind 6 year-old son Orion. These thoughts were jogged while preparing for Hayley and Sarah’s much-anticipated ProTactile presentation at the 2017 Texas DeafBlind Symposium on 3/4/2017.
We’ve known since before Orion was born that touch would be a key part of his life. What we know today was refined, elaborated, practiced and it will continue to develop over time as we learn from our mistakes, discoveries, and Orion’s responses.Communication can happen at any level ranging from the level of involuntary communication, and then voluntary communication including the simplest basic refusal (such as refusing food or spitting it out) all the way through to abstract languages such as American Sign Language, English, Tagalog, etc. My thoughts on touch grows upon the basis that it is versatile through any level of communication.Touch for Communication
\nDisclaimer: I’m a Deaf mom who loves any topic regarding congenitally DeafBlind individuals provided by presenters, DeafBlind-related specialists, and therapists in person or via articles and videos. For the sake of categorizing types of touch in my thoughts here, there are two— direct contact and indirect contact.Direct contact
Constantly in skin to skin contact: any part of your body to any part of his body, in any situation (floor, bed, highchair, bathtub). Touch is not only done by your fingers but any part of the great skin organ we have.
When you greet Orion, we welcome you to:
1) Touch his knee, elbow or upper arm.
2a) Orion will put his hand on where he knows your hand is, or
2b) From his elbow, glide your fingers up to his hand.
3) Sign “Hi”. If he still holds on to feel what you’re doing, quickly add Orion’s name sign to say “Hi, Orion”, and then “Me” and your name sign.
Note: if Orion withdraws contact during any step, that is OK. He knows you/someone is there. Do not go directly to his face, chest or palm of his hands without greeting/touching him in the first place. Any new comments or actions, you touch Orion the same way as you greet him (step #1 and #2 above).
Staying in contact is providing constant feedback to Orion on your actions. Another benefit is that it’s less startling to the Deafblind child is tapping or prompting him with the same hand or body part that’s already in contact. Moving yourself or an object while in contact informs him where you/it ends up.
\nTip: If he pushes you away, let him. Follow/accept where he puts your hand and stay there for a while and then go back and touch him. If he pushes you away again, accept and stay there. (Object permanence.) Orion does check and see if you’re still there even when he requires his own space.
\nIndirect contact
Other ways to indirectly inform him that you’re there if not directly touching him is through your vibrations, movement, scent and movement of air.
Some examples are sitting on the bench with him, bed, stroller, wood floor, etc. There’s no need to tiptoe around because its beneficial to be noisy or create vibrations because your DeafBlind child will know something’s up. When Orion was a baby, he’d lounge on a nice setup on the wood floor, you can feel when people walk through the room and approach you. We would touch the frame of his stroller or the edge of the playpen before touching Orion’s legs and arms because this alerts him that someone is near and perhaps approaching him.
\nOrion loves our bed maybe a bit too much. When I get up and go to the other side of the bed, instead of just walking around and re-touching the bed, I suggest you get up, keep your hands on the mattress- drum it, push it with your fingers, anything, including bumping your leg against the bed frame wherever you are— be a klutz— until you go to the other side of the bed, Orion will have observed exactly where you were, went and are now and will not be startled when you are in contact with him again.
\nTouch for Information
\nTouch is not just for communication, it overlaps with information/observation uses, too. If nobody touched Orion, or any other DeafBlind child, while doing their own errands or activities, Orion/they may assume people just sit or lay around all day so he will do just that. He will have received misleading information even with the absence of touch!
\nAnother touch information example is bringing Orion to the refrigerator to get the milk jug out, taking the top off, pouring it in his bottle, putting the bottle top back on, putting the milk jug cap back on and into the fridge and giving him the bottle to enjoy. This was not easy to do, and I recommend two people working together for this one but when this is done, Orion gets input to build up concepts about the things, people and activities in his environment.
\nWe encourage nurses and doctors to let Orion feel the medical tools first before using them on him. Tools, including utensils, bottles are concrete, self-explanatory objects that Orion knows about. We can use these objects as object symbols when we’re not currently in the situation, such as letting him know we’re going to the doctor by showing him a spare stethoscope.
\nCreating habits and a lifestyle
\nIf habit is a comfortable bed that’s hard to get out of, then touch communication is a bed I wouldn’t even try to get out of.
\nWhen this is an effort that you think of to do every day, every time, it has a chance to become a habit and then a lifestyle. It would be even better as a family, team or community lifestyle. Orion is a naturally happy boy, he is even more content and quick to play when we’re in touch with him.
\nThis is something anybody can do, family members, teachers, bus drivers, doctors and friends can share of themselves through touch. Anyone. Abstract language is not required for touch communication and information.
\n————————————————————————
Related takeaways and my spin-off thoughts from Friday (3/3) enlightening general session presentations at the 2017 Texas DeafBlind Symposium. (Prior to the ProTactile presentation.)
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
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Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
I just got back from an amazing opportunity to learn from Gayle Porter, Claire Cotter and Linda Burkhart for the past 5 days in Maryland. The good folks at CPEC have created two modules about Cerebral Palsy and Movement issues as well as some tips for School and therapy. These videos are great resources for parents, therapists, teachers and others who are just plain interested in learning more about movement disorders, understanding the movement patterns your child displays and teaching them more effectively. To access the videos, just follow the link and create an account.
It's totally free but the information is priceless.https://cpec.org.au/services/train-online/
Schools 1: \"I have a Student with Cerebral Palsy...What does that mean?\"
Schools 2: \"Learning to Move, Moving to Learn”
Perhaps these modules would help a friend that you know. Here are a few scenarios for you to ponder:
Scenario 1: You are reading with a student and you ask them if they want to turn the page. Your student has CP. She knocks the book out of your hand, and turns her head and doesn't appear to look back or even want to look back. Is this an epic fail? Most likely not. Most likely you have misinterpreted your students movement patterns and are attributing FALSE associations and erroneous meanings to their movement.
Scenario 2: You are diligently working with a student and everyone is totally into the lesson you prepared. All of a sudden, your student turns her head away and the well meaning assistant makes some smart-a## comment about them not wanting to talk to you and dismisses both of you altogether.
I know that either of these scenarios would never happen where you are, and of course they NEVER happened with me, my students or my school but you get the idea.
stay tuned for more gems
We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5598,"postID":8330,"userID":9407,"timestamp":"2016-08-03T00:13:57.173","Post":{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]}},{"starID":5602,"postID":8376,"userID":9407,"timestamp":"2016-08-03T00:34:36.657","Post":{"postID":8376,"title":"Cerebral Palsy and Movement 101 free resources for YOU!","body":"I just got back from an amazing opportunity to learn from Gayle Porter, Claire Cotter and Linda Burkhart for the past 5 days in Maryland. The good folks at CPEC have created two modules about Cerebral Palsy and Movement issues as well as some tips for School and therapy. These videos are great resources for parents, therapists, teachers and others who are just plain interested in learning more about movement disorders, understanding the movement patterns your child displays and teaching them more effectively. To access the videos, just follow the link and create an account.
It's totally free but the information is priceless.https://cpec.org.au/services/train-online/
Schools 1: \"I have a Student with Cerebral Palsy...What does that mean?\"
Schools 2: \"Learning to Move, Moving to Learn”
Perhaps these modules would help a friend that you know. Here are a few scenarios for you to ponder:
Scenario 1: You are reading with a student and you ask them if they want to turn the page. Your student has CP. She knocks the book out of your hand, and turns her head and doesn't appear to look back or even want to look back. Is this an epic fail? Most likely not. Most likely you have misinterpreted your students movement patterns and are attributing FALSE associations and erroneous meanings to their movement.
Scenario 2: You are diligently working with a student and everyone is totally into the lesson you prepared. All of a sudden, your student turns her head away and the well meaning assistant makes some smart-a## comment about them not wanting to talk to you and dismisses both of you altogether.
I know that either of these scenarios would never happen where you are, and of course they NEVER happened with me, my students or my school but you get the idea.
stay tuned for more gems
Peers may need to be equipped and encouraged in order tobuild the skills and motivation to interact really positively with a classmate with complex communication needs. So often, peers without disabilities want to interact with a classmate, but don’t know how. So, peers sometimes need extra information and support to learn new skills and strategies to support really positive, meaningful interactions with a classmate with a severe disability. One way to do this is to invite a few peers to participate in meaningful roles in an intervention effort focused on supporting social interaction among them and their classmate with a disability. To launch an intervention effort, it may be important to hold an initial orientation meeting and/or continue to provide support for them so that these peers are equipped with the information they need to be comfortable and effective in their interactions.
Any information shared with peers should be individually tailored. The information should help peers know exactly what you are expecting of them through the roles you’ve invited them to have in an intervention effort. For example, peers may be asked to serve as a partner within a peer support arrangement during an inclusive academic classroom (see Carter, Cushing, & Kennedy, 2009). No matter what the intervention looks like, here are some topics of information that might be helpful for peers:
Information should not be shared with peers that is confidential—such as information about a child’s disability diagnosis or other information in an IEP. Often, this type of information is not helpful for peers anyway! Instead, peers benefit from individualized, specific information about what they can do to interact well with their classmate and make sure their classmate has what they need to be successful in that interaction. I’ve attached an example of a handout that could be used to teach peers to use a few simple interaction strategies with a classmate who uses an aided AAC device. The handout itself would be most appropriate for older students; however, these strategies could easily be tailored to be more appropriate for younger students as well!
References
Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies for improving all students’ social lives and learning. Baltimore, MD: Paul H. Brookes Publishing Co.
I just love this video for so many reasons! Why not practice filling out a Matrix from this sample? Look at all the behaviors he is using to request and special thanks to Hex and Orion for creating this fantastic movie!
Video descriptions:
0:00- white text against a black and white film setting reads \"Betelgeuse Films\"; a black and white image of a globe spinning with concentric waves emanating from the globe and white clouds against a dark sky
0:05- white text against a black background reads: \"A kid, a burger, a request\"
0:11- a young boy with fair skin and white hair sits shirtless at a table. He is wearing khaki pants and there is evidence of some sauce on his face. He has his index finger on his right hand in his mouth. He is facing a table in a kitchen. There is a burger on a plate in front of him.
0:13- An upclose image of the boy with the finger in his mouth. He is smiling and his eyes are closed forming crescent shapes. Text on the screen reads: 'Who is that kid?\"
0:15- The camera pans back and the boy leans forward in his chair with his hands slightly extended in front of him. His fingers are open. His face is smiling. He leans towards the table with the burger on it.
0:19- A snow white, medium sized dog emerges from under the kitchen table and looks at the boy. The boy appears to be chewing a bit of food. Text on the screen reads: \"Dogs love his crumbs\"
0:22- An upclose shot of the burger on the plate with text on the screen that reads: \"Burgers fear him\"
0:26- A new screen opens with an upclose shot of a mostly empty plate with fragments of American cheese on the side, where the burger used to be.
0:29- A new screen opens with the boy receiving a bit of the burger as an adult's hands bring the burger to his mouth. He chews the food. The text on the screen reads: \"Orion as the hungriest acquaintance you'll ever meet\"
0:33 A new screen opens with Orion beginning to gesture with his hands in front of him, with the burger on the plate on the table in front of him. Text on the screen reads: \"The most thrilling movie you'll ever see\"
0:35- the boy reaches forward and begins to make the sign for more, bringing his hands to his mouth in the shape of the sign sandwhich, with text on the screen that reads: \"Amazing communication\"
0:39- White text on a black screen reads \"Yes, Watch it all right now!\"
0:42- White text on a black screen reads \"Burger Master\", with disco stars exploding behind the text
0:47- Orion leans forward in his chair bringing his hands in front of him in a modified \"C\" shape. The burger rests on the plate on the table in front of him. Orions body wobbles a bit as he leans forward with a slight smile on his face. The white dog passed by his chair and goes under the table. Orion's hands reach forward to touch the surface of the table. He brings his hands together and forms the sign for sandwich and bring his hands to his open mouth. Text on the screen reads: \"More Sandwich\". The adults left hand touches the table near the plate. Orion's hand reaches forward to guide the adult's hand to the plate, he makes eating sounds with his mouth, opening and closing his mouth. Text on the screen reads: \"Grabs a helping hand\"
1:16- the adults hand lifts the burger and brings it down near Orion's hands. Orion continues to open and close his mouth, miming eating. The adult waits for Orion to use his hand to lift her hand with the burger to his mouth. Text on the screen reads: \"Lifts Hand and burger\". Orion takes a big bit of the burger and wipes his mouth with the back of his right hand as the adult puts the burger back on the plate on the table.
1:38- the dog emerges from under the table and looks expectantly at Orion as he chews his food.
1:40- Fade to black screen with white text credits that read: \"iMovie and Betelgeuse Films Present A Betelgeuse Films Production, production in association with imovie. A Withrow Family film, Burger Master, Starring Orion, Edited by Heather Withrow, Music by ITunes, Directed by Heather Withrow, Roman Numerals MMXIV
We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
","userID":14433,"timestamp":"2016-11-20T22:27:46.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3232,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":156,"collectionID":98,"postID":8540,"quote":"Fun is key to AAC!"}]}}],"UserTypeLookups":[],"Posts":[{"postID":8376,"title":"Cerebral Palsy and Movement 101 free resources for YOU!","body":"I just got back from an amazing opportunity to learn from Gayle Porter, Claire Cotter and Linda Burkhart for the past 5 days in Maryland. The good folks at CPEC have created two modules about Cerebral Palsy and Movement issues as well as some tips for School and therapy. These videos are great resources for parents, therapists, teachers and others who are just plain interested in learning more about movement disorders, understanding the movement patterns your child displays and teaching them more effectively. To access the videos, just follow the link and create an account.
It's totally free but the information is priceless.https://cpec.org.au/services/train-online/
Schools 1: \"I have a Student with Cerebral Palsy...What does that mean?\"
Schools 2: \"Learning to Move, Moving to Learn”
Perhaps these modules would help a friend that you know. Here are a few scenarios for you to ponder:
Scenario 1: You are reading with a student and you ask them if they want to turn the page. Your student has CP. She knocks the book out of your hand, and turns her head and doesn't appear to look back or even want to look back. Is this an epic fail? Most likely not. Most likely you have misinterpreted your students movement patterns and are attributing FALSE associations and erroneous meanings to their movement.
Scenario 2: You are diligently working with a student and everyone is totally into the lesson you prepared. All of a sudden, your student turns her head away and the well meaning assistant makes some smart-a## comment about them not wanting to talk to you and dismisses both of you altogether.
I know that either of these scenarios would never happen where you are, and of course they NEVER happened with me, my students or my school but you get the idea.
stay tuned for more gems
I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
I am really focusing on \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
","userID":9407,"timestamp":"2016-10-19T23:13:43.89","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297"},{"starID":5698,"postID":8514,"userID":3111,"timestamp":"2016-11-04T14:19:44.593"},{"starID":5861,"postID":8514,"userID":2020,"timestamp":"2017-07-25T01:08:01.807"}],"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]},{"postID":8544,"title":"GOLD from TalkingAAC Conference Michigan 2016","body":"Hi AAC Friends,
I wasn't able to attend this year's TalkingAAC conference in Michigan ecause I was giving my own parent talk, but wanted to share the handouts from these dynamic sessions. There is something for everyone LAMP, Funding of SGDs, PODD, CORE, the work that Marlene Cummings and Oakland Schools is doing, Literacy, DeafBlind Central, Peer Modeling, Switch Access, The Communication Matrix, yep... just about everything.
Enders, Ahern, Taylor
Just Great Stuff.
enjoy
http://www.talkingaac.org/conference-handouts.html
I just got back from an amazing opportunity to learn from Gayle Porter, Claire Cotter and Linda Burkhart for the past 5 days in Maryland. The good folks at CPEC have created two modules about Cerebral Palsy and Movement issues as well as some tips for School and therapy. These videos are great resources for parents, therapists, teachers and others who are just plain interested in learning more about movement disorders, understanding the movement patterns your child displays and teaching them more effectively. To access the videos, just follow the link and create an account.
It's totally free but the information is priceless.https://cpec.org.au/services/train-online/
Schools 1: \"I have a Student with Cerebral Palsy...What does that mean?\"
Schools 2: \"Learning to Move, Moving to Learn”
Perhaps these modules would help a friend that you know. Here are a few scenarios for you to ponder:
Scenario 1: You are reading with a student and you ask them if they want to turn the page. Your student has CP. She knocks the book out of your hand, and turns her head and doesn't appear to look back or even want to look back. Is this an epic fail? Most likely not. Most likely you have misinterpreted your students movement patterns and are attributing FALSE associations and erroneous meanings to their movement.
Scenario 2: You are diligently working with a student and everyone is totally into the lesson you prepared. All of a sudden, your student turns her head away and the well meaning assistant makes some smart-a## comment about them not wanting to talk to you and dismisses both of you altogether.
I know that either of these scenarios would never happen where you are, and of course they NEVER happened with me, my students or my school but you get the idea.
stay tuned for more gems
I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
I am really focusing on \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
","userID":9407,"timestamp":"2016-10-19T23:13:43.89","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297"},{"starID":5698,"postID":8514,"userID":3111,"timestamp":"2016-11-04T14:19:44.593"},{"starID":5861,"postID":8514,"userID":2020,"timestamp":"2017-07-25T01:08:01.807"}],"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]},{"postID":8544,"title":"GOLD from TalkingAAC Conference Michigan 2016","body":"Hi AAC Friends,
I wasn't able to attend this year's TalkingAAC conference in Michigan ecause I was giving my own parent talk, but wanted to share the handouts from these dynamic sessions. There is something for everyone LAMP, Funding of SGDs, PODD, CORE, the work that Marlene Cummings and Oakland Schools is doing, Literacy, DeafBlind Central, Peer Modeling, Switch Access, The Communication Matrix, yep... just about everything.
Enders, Ahern, Taylor
Just Great Stuff.
enjoy
http://www.talkingaac.org/conference-handouts.html
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5598,"postID":8330,"userID":9407,"timestamp":"2016-08-03T00:13:57.173","User":{"userID":9407,"userName":"Armen","email":"ispeakpodd@gmail.com","photo":"/Uploads/photo_9407.jpg","firstName":"Armen","lastName":"Gulian","city":"Detroit","stateID":"MI","bio":"Hmmmm I am just another bozo on this aac boat. I have the pleasure of working with students that have severe to profound sensory, motor, cognitive and communication needs. SLP in Detroit Area living the life. The posts are my own, the wisdom included is from others.\n\nBig thanks to all my students and colleagues who let me stumble into their lives and rooms.\n\n","lastLogin":"2016-04-25T11:49:17.193","admin":false,"website":"","noShowEmail":true,"twitter":"@ispeakpodd","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:01:48.13","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[]}},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203","User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":96036,"userID":2018,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":96037,"userID":2018,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}}]}}],"User":{"userID":4370,"userName":"Marlene","email":"marlene.cummings@oakland.k12.mi.us","photo":"/Uploads/photo_4370.jpeg","firstName":"Marlene","lastName":"Cummings","city":"Waterford","stateID":"MI","bio":null,"lastLogin":"2015-05-11T07:03:39.043","admin":false,"website":null,"noShowEmail":false,"twitter":null,"facebook":null,"charter":false,"organization1":"Oakland Schools","organization2":null,"staff":false,"emailer":"Daily","lastEmailSent":"2020-10-03T23:00:38.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"UserTypeLookups":[{"userTypeLookupID":5551,"userID":4370,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":5552,"userID":4370,"userTypeID":1007,"type":"AAC Consultant","UserType":{"userTypeID":1007,"type":"Other Professional","main":false,"largeIcon":"OLarge.png","smallIcon":"OSmall.png"}}]},"User1":{"userID":4370,"userName":"Marlene","email":"marlene.cummings@oakland.k12.mi.us","photo":"/Uploads/photo_4370.jpeg","firstName":"Marlene","lastName":"Cummings","city":"Waterford","stateID":"MI","bio":null,"lastLogin":"2015-05-11T07:03:39.043","admin":false,"website":null,"noShowEmail":false,"twitter":null,"facebook":null,"charter":false,"organization1":"Oakland Schools","organization2":null,"staff":false,"emailer":"Daily","lastEmailSent":"2020-10-03T23:00:38.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"UserTypeLookups":[{"userTypeLookupID":5551,"userID":4370,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":5552,"userID":4370,"userTypeID":1007,"type":"AAC Consultant","UserType":{"userTypeID":1007,"type":"Other Professional","main":false,"largeIcon":"OLarge.png","smallIcon":"OSmall.png"}}]}}},{"collectionItemID":89,"collectionID":65,"postID":8341,"quote":"Here is the first implementation strategy in the \"foundational shared knowledge\" toolbox. ","Post":{"postID":8341,"title":"The first and most powerful strategy is the use of core vocabulary ","body":"I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T18:44:02.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5595,"postID":8342,"userID":13623,"timestamp":"2016-08-01T18:22:50.617","User":{"userID":13623,"userName":"StaceyFox","email":"Stacey.fox@oakland.k12.mi.us","photo":null,"firstName":"Stacey","lastName":"Fox","city":"","stateID":"MI","bio":"","lastLogin":"2016-07-14T16:53:31.09","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"Oakland Schools","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:08:24.647","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":10777,"userID":13623,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":4370,"userName":"Marlene","email":"marlene.cummings@oakland.k12.mi.us","photo":"/Uploads/photo_4370.jpeg","firstName":"Marlene","lastName":"Cummings","city":"Waterford","stateID":"MI","bio":null,"lastLogin":"2015-05-11T07:03:39.043","admin":false,"website":null,"noShowEmail":false,"twitter":null,"facebook":null,"charter":false,"organization1":"Oakland Schools","organization2":null,"staff":false,"emailer":"Daily","lastEmailSent":"2020-10-03T23:00:38.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"UserTypeLookups":[{"userTypeLookupID":5551,"userID":4370,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":5552,"userID":4370,"userTypeID":1007,"type":"AAC Consultant","UserType":{"userTypeID":1007,"type":"Other Professional","main":false,"largeIcon":"OLarge.png","smallIcon":"OSmall.png"}}]},"User1":{"userID":4370,"userName":"Marlene","email":"marlene.cummings@oakland.k12.mi.us","photo":"/Uploads/photo_4370.jpeg","firstName":"Marlene","lastName":"Cummings","city":"Waterford","stateID":"MI","bio":null,"lastLogin":"2015-05-11T07:03:39.043","admin":false,"website":null,"noShowEmail":false,"twitter":null,"facebook":null,"charter":false,"organization1":"Oakland Schools","organization2":null,"staff":false,"emailer":"Daily","lastEmailSent":"2020-10-03T23:00:38.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"UserTypeLookups":[{"userTypeLookupID":5551,"userID":4370,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":5552,"userID":4370,"userTypeID":1007,"type":"AAC Consultant","UserType":{"userTypeID":1007,"type":"Other Professional","main":false,"largeIcon":"OLarge.png","smallIcon":"OSmall.png"}}]}}},{"collectionItemID":91,"collectionID":65,"postID":8365,"quote":"Vocabulary Instruction is # 3 in our TOP 4 Implementation Strategies ","Post":{"postID":8365,"title":"Teaching vocabulary explicitly is essential for students using AAC to develop language ","body":"One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Newly added professional development modules: http://www.project-core.com
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
Oakland Schools Self-Assessment for Vocabulary Instruction PDF is attached.
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Basically, the authors used a modified PECS procedure to teach the boy to communicate MORE, DONE, and NEW when presented with a variety of preferred and nonpreferred objects or engaged in a variety of preferred and nonpreferred activities. The boy learned the conceptually referenced tactile symbols.
We are focusing on the words GO, LIKE, and NOT in our work with students with the most complex needs including deafblindness, and we're finding those three words can be used to communicate for many different purposes across many contexts.
","userID":9989,"timestamp":"2016-05-02T02:13:00.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2253,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5527,"postID":8195,"userID":10381,"timestamp":"2016-05-03T18:54:33.387","User":{"userID":10381,"userName":"tllombardi@yahoo.com","email":"tllombardi@yahoo.com","photo":"","firstName":"Tina","lastName":"Lombardi","city":"","stateID":null,"bio":"","lastLogin":"2016-05-03T18:51:30.23","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:07:11.323","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":8564,"userID":10381,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}},{"starID":5528,"postID":8195,"userID":2020,"timestamp":"2016-05-04T05:37:15.173","User":{"userID":2020,"userName":"Karen Natoci","email":"knatoci@gmail.com","photo":"/Uploads/photo_2020.jpg","firstName":"Karen","lastName":"Natoci ","city":"Hillsborough","stateID":"CA","bio":"","lastLogin":"2016-04-18T12:49:24.51","admin":false,"website":"http://www.pinterest.com/KarenNatoci/","noShowEmail":false,"twitter":"","facebook":"https://www.facebook.com/karenflorka?ref=hl","charter":true,"organization1":"","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-27T23:00:26.397","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":160066,"userID":2020,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":9989,"userName":"erickson@unc.edu","email":"erickson@unc.edu","photo":"/Uploads/photo_9989.jpg","firstName":"Karen","lastName":"Erickson","city":"Chapel Hill","stateID":"NC","bio":"I am the Director of the Center for Literacy and Disability Studies and a Professor in the Division of Speech and Hearing Sciences at the University of North Carolina at Chapel Hill. I am also lucky enough to be the David E and Dolores J. Yoder Distinguished Professor of Literacy and Disabilities. Those of you who have been in the AAC field since the beginning will certainly recognize the name, David Yoder. I am a former teacher of children with significant disabilities, and since 2001, I have been teaching speech-language pathologists at the masters and PhD levels. My research focuses on literacy assessment and instruction for struggling readers of all ages including those with significant cognitive disabilities. I am an associate director of the Dynamic Learning Maps Alternate Assessment Consortia. I co-developed the Tar Heel Reader online library of accessible books for beginning readers, and I am currently P.I. on Project Core, which is an OSEP-funded Stepping Up Technology Implementation project focused on building symbolic communication among students with significant cognitive disabilities.","lastLogin":"2016-04-28T17:07:43.137","admin":false,"website":"http://www.med.unc.edu/ahd/clds","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Center for Literacy & Disability Studies","organization2":"UNC Chapel Hill","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:05:05.763","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":8360,"userID":9989,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]},"User1":{"userID":9989,"userName":"erickson@unc.edu","email":"erickson@unc.edu","photo":"/Uploads/photo_9989.jpg","firstName":"Karen","lastName":"Erickson","city":"Chapel Hill","stateID":"NC","bio":"I am the Director of the Center for Literacy and Disability Studies and a Professor in the Division of Speech and Hearing Sciences at the University of North Carolina at Chapel Hill. I am also lucky enough to be the David E and Dolores J. Yoder Distinguished Professor of Literacy and Disabilities. Those of you who have been in the AAC field since the beginning will certainly recognize the name, David Yoder. I am a former teacher of children with significant disabilities, and since 2001, I have been teaching speech-language pathologists at the masters and PhD levels. My research focuses on literacy assessment and instruction for struggling readers of all ages including those with significant cognitive disabilities. I am an associate director of the Dynamic Learning Maps Alternate Assessment Consortia. I co-developed the Tar Heel Reader online library of accessible books for beginning readers, and I am currently P.I. on Project Core, which is an OSEP-funded Stepping Up Technology Implementation project focused on building symbolic communication among students with significant cognitive disabilities.","lastLogin":"2016-04-28T17:07:43.137","admin":false,"website":"http://www.med.unc.edu/ahd/clds","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Center for Literacy & Disability Studies","organization2":"UNC Chapel Hill","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:05:05.763","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":8360,"userID":9989,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? ","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
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The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. SLPs know language but are they
applying that knowledge to those students supported by AAC, not so much.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
","userID":4370,"timestamp":"2016-07-17T19:08:43.25","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8322,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
","userID":4370,"timestamp":"2016-07-17T19:19:49.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8327,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come. We also can't wait to hear from you. Please share how you get started.
","userID":4370,"timestamp":"2016-07-17T19:32:37.97","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8328,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
","userID":4370,"timestamp":"2016-07-17T19:35:21.44","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8329,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:36:37.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5598,"postID":8330,"userID":9407,"timestamp":"2016-08-03T00:13:57.173"},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203"}],"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]},{"postID":8332,"title":"The first and most powerful strategy is the use of core vocabulary ","body":"I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
Dynamic Learning Maps Professional Development
Modules: http://dlmpd.com/ (Check out: DLM
Core Vocabulary and Communication, Symbols and Beginning Communicators)
Project Core: http://www.project-core.com/
Center for Literacy and
Disability Studies: http://www.med.unc.edu/ahs/clds (Core Vocabulary)
PrAACtical AAC Tag Archive: Core Vocabulary:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Knowing and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, I decided I wanted to get that sick feeling in my stomach, like when I think I have lost my phone, if I was really going to do this right.\"
Resources:
Dynamic Learning Maps Professional Development
Modules: http://dlmpd.com/ (Check out: DLM
Core Vocabulary and Communication, Symbols, and Beginning Communicators)
Project Core: http://www.project-core.com/ Center for Literacy and
Disability Studies: http://www.med.unc.edu/ahs/clds (Core Vocabulary)
PrAACtical AAC Tag Archive: Core Vocabulary:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Knowing and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, I decided I wanted to get that sick feeling in my stomach, like when I think I have lost my phone, if I was really going to do this right.\"
Resources:
Dynamic Learning Maps Professional Development Modules: http://dlmpd.com/ (Check out: DLM Core Vocabulary and Communication, Symbols, and Beginning Communicators) Project Core: http://www.project-core.com/ Center for Literacy and Disability Studies: http://www.med.unc.edu/ahs/clds (Core Vocabulary) PrAACtical AAC Tag Archive: Core Vocabulary: http://praacticalaac.org/tag/core-vocabulary/
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T18:44:02.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5595,"postID":8342,"userID":13623,"timestamp":"2016-08-01T18:22:50.617"}],"PostCollectionItems":[{"collectionItemID":90,"collectionID":65,"postID":8342,"quote":"You may ask, \"what's all the hype about aided language input?\" It's 2nd in our Top 4 Strategies. Take a look!"}]},{"postID":8343,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:28:59.863","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8344,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:30:43.77","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8346,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:36:33.177","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8347,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:38:29.803","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8348,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:40:12.833","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8349,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:42:46.117","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8350,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:43:23.35","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8351,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:43:59.427","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8352,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:45:58.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8353,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:46:36.913","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8354,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:47:47.257","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8355,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:48:03.443","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8356,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:49:15.723","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8357,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:50:38.57","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8358,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:12:08.397","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8359,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:13:30.943","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8360,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:14:42.193","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8361,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:20:01.693","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8362,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:23:36.133","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8363,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:25:02.1","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8364,"title":"Teaching vocabulary explicitly is essential for students using AAC to develop language ","body":"One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
","userID":4370,"timestamp":"2016-07-25T14:04:25.447","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8365,"title":"Teaching vocabulary explicitly is essential for students using AAC to develop language ","body":"One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Newly added professional development modules: http://www.project-core.com
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
Oakland Schools Self-Assessment for Vocabulary Instruction PDF is attached.
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If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
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If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
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If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
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If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5593,"postID":8375,"userID":13623,"timestamp":"2016-08-01T18:21:43.197"},{"starID":5597,"postID":8375,"userID":9407,"timestamp":"2016-08-02T22:31:52.793"},{"starID":5600,"postID":8375,"userID":2020,"timestamp":"2016-08-03T00:26:41.657"},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577"},{"starID":5609,"postID":8375,"userID":1015,"timestamp":"2016-08-10T20:22:50.147"}],"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}],"Posts1":[{"postID":8312,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. SLPs know language but are they
applying that knowledge to those students supported by AAC, not so much.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
","userID":4370,"timestamp":"2016-07-17T19:08:43.25","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8322,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC I had an AHA moment. I discovered there was obvious shared foundational knowledge about AAC and language amongst our teams that grounded us to begin the implementation process.
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference
topics, AAC social media sites, articles, anecdotal information from surveys, and asking lots of questions these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities.
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
","userID":4370,"timestamp":"2016-07-17T19:19:49.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8327,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come. We also can't wait to hear from you. Please share how you get started.
","userID":4370,"timestamp":"2016-07-17T19:32:37.97","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8328,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
","userID":4370,"timestamp":"2016-07-17T19:35:21.44","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8329,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:36:37.253","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5598,"postID":8330,"userID":9407,"timestamp":"2016-08-03T00:13:57.173"},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203"}],"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]},{"postID":8332,"title":"The first and most powerful strategy is the use of core vocabulary ","body":"I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
Dynamic Learning Maps Professional Development
Modules: http://dlmpd.com/ (Check out: DLM
Core Vocabulary and Communication, Symbols and Beginning Communicators)
Project Core: http://www.project-core.com/
Center for Literacy and
Disability Studies: http://www.med.unc.edu/ahs/clds (Core Vocabulary)
PrAACtical AAC Tag Archive: Core Vocabulary:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Knowing and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, I decided I wanted to get that sick feeling in my stomach, like when I think I have lost my phone, if I was really going to do this right.\"
Resources:
Dynamic Learning Maps Professional Development
Modules: http://dlmpd.com/ (Check out: DLM
Core Vocabulary and Communication, Symbols, and Beginning Communicators)
Project Core: http://www.project-core.com/ Center for Literacy and
Disability Studies: http://www.med.unc.edu/ahs/clds (Core Vocabulary)
PrAACtical AAC Tag Archive: Core Vocabulary:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Knowing and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, I decided I wanted to get that sick feeling in my stomach, like when I think I have lost my phone, if I was really going to do this right.\"
Resources:
Dynamic Learning Maps Professional Development Modules: http://dlmpd.com/ (Check out: DLM Core Vocabulary and Communication, Symbols, and Beginning Communicators) Project Core: http://www.project-core.com/ Center for Literacy and Disability Studies: http://www.med.unc.edu/ahs/clds (Core Vocabulary) PrAACtical AAC Tag Archive: Core Vocabulary: http://praacticalaac.org/tag/core-vocabulary/
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check: \"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
\"Just because I knew what core vocabulary was I thought I was \"doing it\"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities\". Know and doing are two different things.
\"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone.\"
Resources:
One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T18:44:02.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5595,"postID":8342,"userID":13623,"timestamp":"2016-08-01T18:22:50.617"}],"PostCollectionItems":[{"collectionItemID":90,"collectionID":65,"postID":8342,"quote":"You may ask, \"what's all the hype about aided language input?\" It's 2nd in our Top 4 Strategies. Take a look!"}]},{"postID":8343,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:28:59.863","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8344,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:30:43.77","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8346,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:36:33.177","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8347,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:38:29.803","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8348,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:40:12.833","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8349,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:42:46.117","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8350,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
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Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:43:59.427","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8352,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
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Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:46:36.913","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8354,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:47:47.257","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8355,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:48:03.443","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8356,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:49:15.723","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8357,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T01:50:38.57","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8358,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:12:08.397","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8359,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:13:30.943","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8360,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies List","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:14:42.193","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8361,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:20:01.693","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8362,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:23:36.133","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8363,"title":"“Aided language input\" is # 2 on our Top 4 Implementation Strategies ","body":"One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the type of output that is expected. In other words, it models how typical language is learned through immersion into natural occurring communicative exchanges where competent communicators use powerful language in rich context and varied environments.
Resources:
PrAACtical AAC Tag Archive: Aided Language Input http://praacticalaac.org/tag/aided-language-input/
“Speaking AAC” with Dr.Carole Zangari is a user friendly description of aided language input that we often share with families: http://screencast.com/t/dNshNa5Bf
Oakland Schools AAC Team: Aided Language Input Self-Assessment Checklist (see attached PDF)
","userID":4370,"timestamp":"2016-07-24T02:25:02.1","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8364,"title":"Teaching vocabulary explicitly is essential for students using AAC to develop language ","body":"One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
","userID":4370,"timestamp":"2016-07-25T14:04:25.447","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8365,"title":"Teaching vocabulary explicitly is essential for students using AAC to develop language ","body":"One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Newly added professional development modules: http://www.project-core.com
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
Oakland Schools Self-Assessment for Vocabulary Instruction PDF is attached.
","userID":4370,"timestamp":"2016-07-26T04:53:04.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2023,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5594,"postID":8365,"userID":13623,"timestamp":"2016-08-01T18:22:20.603"},{"starID":5601,"postID":8365,"userID":2020,"timestamp":"2016-08-03T00:26:51.547"}],"PostCollectionItems":[{"collectionItemID":91,"collectionID":65,"postID":8365,"quote":"Vocabulary Instruction is # 3 in our TOP 4 Implementation Strategies "}]},{"postID":8367,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T06:50:44.08","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5909,"postID":8367,"userID":4338,"timestamp":"2018-03-28T05:07:46.483"}],"PostCollectionItems":[]},{"postID":8368,"title":"","body":"","userID":4370,"timestamp":"2016-07-29T06:52:52.923","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8369,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:12:39.517","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":25,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8371,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:16:39.783","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5593,"postID":8375,"userID":13623,"timestamp":"2016-08-01T18:21:43.197"},{"starID":5597,"postID":8375,"userID":9407,"timestamp":"2016-08-02T22:31:52.793"},{"starID":5600,"postID":8375,"userID":2020,"timestamp":"2016-08-03T00:26:41.657"},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577"},{"starID":5609,"postID":8375,"userID":1015,"timestamp":"2016-08-10T20:22:50.147"}],"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? 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In the past, I served as the assistive technology specialist for the ALS Association Oregon & SW Washington Chapter.","published":true,"userID":3208,"PostCollectionItems":[{"collectionItemID":81,"collectionID":62,"postID":2899,"quote":"Alex posted this article about text-to-911 service, which allows people to contact 911 by text message instead of a voice call. This provides an important option for people who cannot speak or be understood over the phone. Even people who cannot use a cell phone due to physical impairments may be able to take advantage of text-to-911. Many SGDs have texting capability, and it is possible to send text messages via email. 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Check out Kelly's note about the 3rd Annual AAC Access Conference.","Post":{"postID":8248,"title":"3rd Annual AAC Access Conference: Eye Gaze, BCI & Switches","body":"https://aacinstitute.org/aac-access-conference-eye-gaze-bci-and-switches/\nThe 3rd Annual AAC Access Conference: Eye Gaze, BCI, and Switches, will be held at the Crowne Plaza Pittsburgh South in Pittsburgh, Pennsylvania. This premier 2-day event will offer evidence based practice principles for alternative access, as well as an “EYES ON” opportunity to try the latest eye gaze and brain computer interface (BCI) technologies.\n\nTopics will include Evidence Based Overview of Principles and Practices for AAC Access from Dr. Katya Hill, PhD, CCC-SLP, Associate Professor, University of Pittsburgh and the AAC Institute Executive Director. Also attendees will have the opportunity learn about AAC Device Funding: Tips for Eye Gaze Access, and the current state of BCI research from Jane Huggins, PhD.\n\nLikewise, 4 concurrent sessions will provide attendees therapeutic techniques directly from the representatives of major AAC manufacturers who offer eye gaze access. Representatives will identify, describe, and demonstrate features available on their AAC devices or computers that support eye-gaze access. Available company resources and technical support will also be discussed.\n\nNew this year will be the inclusion of an exhibit hall for attendees to enjoy and learn about various products or services related to the AAC field.\n For any questions related to the AAC Access Conference, please contact Michael O’Leary at moleary@aacinstitute.org or call 412-402-0900. We look forward to seeing you!\n\n ","userID":2018,"timestamp":"2016-05-28T03:09:40.58","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-09-29T00:00:00","eventEndDate":"2016-09-30T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1491,"location":"Crowne Plaza Pittsburgh South, Pittsburgh, PA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Institute","eventStartTime":"8:00 AM","eventEndTime":"4:00 PM","PostStars":[],"User":{"userID":2018,"userName":"Kelly Fonner","email":"kellyfonner@gmail.com","photo":"/Uploads/photo_2018.jpg","firstName":"Kelly","lastName":"Fonner","city":"Lake Geneva","stateID":"WI","bio":"Kelly is a self-employed consultant and trainer in assistive & educational technology. 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Dr. Willkomm is known as the MacGyver of assistive technology, and has a knack for creating useful AT out of inexpensive, everyday items. Her Assistive Technology in New Hampshire YouTube channel is a great place to start your own adventures in low-cost AT access: https://www.youtube.com/user/ATinNH/videos
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You may have heard about state programs that provide adapted telephone equipment to people with hearing impairments. Did you know that these programs also provide equipment that can benefit people with speech and physical impairments? There are phones that amplify outgoing voice, remote-control speakerphones that allow people with physical impairments to easily place and receive calls, and TTY devices that can be used with hearing carry-over relay services. Some programs even lend speech-generating devices! Find your state's program on this page: http://www.hearingloss.org/content/tedps-state-listing
Hearing carry-over relay allows a person who can hear, but not speak, to use a TTY for outgoing speech while still hearing the voice of the other party. This page provides links to relay services: http://www.adapacific.org/resources/relay/hco.php
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Hearing carry-over relay allows a person who can hear, but not speak, to use a TTY for outgoing speech while still hearing the voice of the other party. This page provides links to relay services: http://www.adapacific.org/resources/relay/hco.php
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If you are interested in AAC and computer access, I highly recommend attending a conference presentation or webinar by Therese Willkomm, PhD, of the University of New Hampshire Institute on Disability. Dr. Willkomm is known as the MacGyver of assistive technology, and has a knack for creating useful AT out of inexpensive, everyday items. Her Assistive Technology in New Hampshire YouTube channel is a great place to start your own adventures in low-cost AT access: https://www.youtube.com/user/ATinNH/videos
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","userID":3208,"timestamp":"2016-07-11T16:31:50.833","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1077,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":86,"collectionID":62,"postID":8308,"quote":""}]},{"postID":8309,"title":"State Telephone Access Programs","body":"You may have heard about state programs that provide adapted telephone equipment to people with hearing impairments. Did you know that these programs also provide equipment that can benefit people with speech and physical impairments? There are phones that amplify outgoing voice, remote-control speakerphones that allow people with physical impairments to easily place and receive calls, and TTY devices that can be used with hearing carry-over relay services. Some programs even lend speech-generating devices! Find your state's program on this page: http://www.hearingloss.org/content/tedps-state-listing
Hearing carry-over relay allows a person who can hear, but not speak, to use a TTY for outgoing speech while still hearing the voice of the other party. This page provides links to relay services: http://www.adapacific.org/resources/relay/hco.php
","userID":3208,"timestamp":"2016-07-11T16:37:56.473","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":901,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":85,"collectionID":62,"postID":8309,"quote":""}]},{"postID":8310,"title":"Multimodal Access","body":"Many people who use AAC can benefit from multimodal access, in which an individual uses different access methods in different situations or for different purposes. One of my favorite videos on multimodal access was created by Margaret Cotts, MA, ATP, and features a woman with ALS demonstrating her various communication methods. Check it out!
If you are interested in AAC and computer access, I highly recommend attending a conference presentation or webinar by Therese Willkomm, PhD, of the University of New Hampshire Institute on Disability. Dr. Willkomm is known as the MacGyver of assistive technology, and has a knack for creating useful AT out of inexpensive, everyday items. Her Assistive Technology in New Hampshire YouTube channel is a great place to start your own adventures in low-cost AT access: https://www.youtube.com/user/ATinNH/videos
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• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
https://www.designtolearn.com/uploaded/pdf/HomeTal...
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Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
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\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
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For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
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She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. 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They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
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Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
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Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
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https://www.aacconference.com/schedule.html
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She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":1039,"postID":2576,"userID":2018,"timestamp":"2014-08-07T10:24:25.567","Post":{"postID":2576,"title":"Makes Comments","body":"This young lady seems to be commenting about the similarity between her hairdo and her teacher's, as she points back and forth between her hair and her teacher's hair.","userID":9043,"timestamp":"2014-08-05T17:52:25.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":84,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083","Post":{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78","Post":{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937","Post":{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4230,"postID":5559,"userID":2018,"timestamp":"2015-06-14T09:19:53.29","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4232,"postID":5438,"userID":2018,"timestamp":"2015-06-19T22:15:22.99","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":4278,"postID":5426,"userID":2018,"timestamp":"2015-10-05T08:55:42.43","Post":{"postID":5426,"title":"Communication Matrix is now on Twitter!","body":"We have joined the present and are now on twitter! Join us @comm_matrix for musings and links on communication, AAC, matrix tips, speech and more!\r\n\r\nhttps://twitter.com/Comm_Matrix","userID":2023,"timestamp":"2015-04-01T11:24:27.9","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Follow Us Now!","show":true,"views":115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4294,"postID":6747,"userID":2018,"timestamp":"2015-10-09T13:45:57.13","Post":{"postID":6747,"title":"Language and Speech in Education","body":"Hi! I am a student at a university in the College of Education. I am in a 'Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments' class. Learning about language acquisition and development of language in students, as well as adaptive devices, is such an interesting, captivating topic.
My question would be about what brought you (if you work in the field of language and speech in education) to where you are? What is your work and how have you enjoyed your work?
I am curious because my degree in special education will be a broad K-12+ Cognitive Impairment degree. But, there is always room for more specializing for a masters degree. I would love to hear about your experiences and what you do!
","userID":6487,"timestamp":"2015-10-05T09:58:44.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":62,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4351,"postID":6822,"userID":2018,"timestamp":"2015-11-05T13:16:19.49","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5570,"postID":6856,"userID":2018,"timestamp":"2016-06-08T21:32:18.297","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":5575,"postID":8264,"userID":2018,"timestamp":"2016-06-10T19:34:32.727","Post":{"postID":8264,"title":"Sharing the Matrix with a parent","body":"As a Special Education teacher, I would like to share my experience as I was able to present data from the Communication Matrix to an IEP committee during a student’s annual meeting. I briefly explained the Matrix to the Mother/committee and provided the parent with information including how to access the website. When I presented the printed matrices to the parent, I first gave her the one I had created at the beginning of the year and briefly explained what it represented. She had a chance to look it over and then I explained how much the student had grown/improved communication and gave her the one I created at the end of the year. A great, big smile came over her face, along with an expression of pride. I could see that she was overwhelmed by the amount of growth that had happened. She said that she really liked the charts because of the colors/visual effect that showed her the improvement made. It was easy for her to understand by just a glance at the matrices and she was totally impressed! Never before have I seen a parent react so positively in an IEP meeting. It is wonderful to have the ability to generate these matrices that visually represent a student's growth in communication. I will definitely continue to use the Communication Matrix and share it with parents. I’m appreciative that I have a tool I can use to help set IEP goals and to share information with parents in a format that is easily understandable.
","userID":4371,"timestamp":"2016-06-09T17:18:09.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":5588,"postID":6904,"userID":2018,"timestamp":"2016-06-30T04:28:23.477","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97","Post":{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687","Post":{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203","Post":{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]}},{"starID":5606,"postID":8323,"userID":2018,"timestamp":"2016-08-04T17:38:01.733","Post":{"postID":8323,"title":"Communication is key. ","body":"We can speak about related services needed for our family members who are deafblind, we can speak about the list people that can provide said services all day long for years to come and still not be discussing the most foundational need thise who are deafblind. That is... communication. If there is no way to get information in, life becomes pointless and is full of unnecessary failures.
Start here. Do this assessment. It is a wonderful tool to have in your tool box that you will need on and off again throughout their lives. Having a means to communicate and to have it understood is one of the most basic of needs and one of the most devastating feeling when you can't be understood.
#communicationmatrix #nfadb #nfadbaustintakeover
","userID":13351,"timestamp":"2016-07-17T18:40:58.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827","Post":{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]}},{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen"}]}},{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5845,"postID":9822,"userID":2018,"timestamp":"2017-06-18T18:03:20.63","Post":{"postID":9822,"title":"Sabotage ","body":"Sabotage can be an effective method to elicit communication with struggling communicators. Examples of this practice can be done in any aspect of a child’s day. These methods are meant to prompt a student to communicate a want, need or protest. Ideally, students initiate communication upon reacting to the sabotage. If the target student does not respond to the environmental stimuli, a teacher can use an open ended question or statement to indirectly reference the sabotage. If this prompt fails to prompt the student to communicate, more direct questioning can be used to draw the student’s attention to the sabotage and then request communication from the student. Below are examples from different activities during the school day where sabotage can be used to initiate student communication.
\n-During a reading activity where all children are reading the same text, give the targeted student a book with pages missing. The teacher could spend more time talking about those pages to prompt a student to notify someone about their missing pages. If communication isn’t independently initiated by the student, the teacher could use open ended questions to prompt the student to communicate their problem with their book.
\n-During a physical education game, give the target student a ball that is heavily deflated compared to other balls used by students. If the student does not independently request a new ball, the teacher can prompt using a general statement or question such as “Your ball isn’t bouncing very high, why is that?”
\n-During a snack activity, give the target student a juice box with the straw missing. The student may explore ways to drink without the straw or initiate communication with an adult to get help. An open ended statement or question example could be “That’s a strange way to drink your juice…”
","userID":15652,"timestamp":"2017-05-31T19:27:19.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":544,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":238,"collectionID":118,"postID":9822,"quote":""}]}},{"starID":5846,"postID":9819,"userID":2018,"timestamp":"2017-06-18T18:03:45.503","Post":{"postID":9819,"title":"In view or out of reach","body":"Creating an environment where communicators can see items that they want or need but cannot access is a way to encourage initiation of communication. The students will then request when they want something that they cannot reach. In order to set up the environment in this way, place preferred items on higher shelves where students cannot reach, or withhold items during activities. This forces the students to ask for help or for the item when they themselves cannot get it.
","userID":14971,"timestamp":"2017-05-31T15:15:41.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":480,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":239,"collectionID":118,"postID":9819,"quote":""}]}},{"starID":5847,"postID":9833,"userID":2018,"timestamp":"2017-06-18T18:04:00.253","Post":{"postID":9833,"title":"Environmental Arrangement for Communication","body":"Environmental Arrangement for Communication:
\nTeaching students to communicate is all about arranging an environment where the student will WANT or NEED to communicate in order to get his or her agenda/intent met. We create situations where the student needs to use the target skill/communicate. As speech-language pathologists, we know that communication is not an activity we practice. It occurs all day long in a variety of natural contexts and settings.
\nCommunication begins with intent. Getting from intent to action is what is difficult for our students and students with multiple disabilities.
\nWe must begin with the understanding that expressive communication is a function of the child’s intent or what the child wants/needs.
\nWhy is arranging the environment so important? The physical and social structure can facilitate learning and social interactions.
","userID":15266,"timestamp":"2017-06-01T12:02:28.277","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1649,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":244,"collectionID":118,"postID":9833,"quote":""}]}},{"starID":5848,"postID":9936,"userID":2018,"timestamp":"2017-06-18T18:04:42.27","Post":{"postID":9936,"title":"Examples of Student Dedicated AAC Devices for Vocational Tasks","body":"Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Ryan uses his AC device to work in the community. He goes to his home district to shred paper. Ryan communicates 3 different messages. #1- He greets the people in the office. #2- Asks if there is paper for shredding and #3- Thanks them. Those are the three messages in his AC device. When done asking different people for paper to shred in the office he proceeds to do his shredding job. He has enjoyed being out in the community and socializing.
","userID":3231,"timestamp":"2017-06-06T20:28:56.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":823,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":253,"collectionID":119,"postID":9961,"quote":""}]}},{"starID":5851,"postID":9815,"userID":2018,"timestamp":"2017-06-18T18:06:22.223","Post":{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
When we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
","userID":15974,"timestamp":"2017-05-31T13:30:51.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1311,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":235,"collectionID":117,"postID":9816,"quote":""},{"collectionItemID":263,"collectionID":121,"postID":9816,"quote":""}]}},{"starID":5853,"postID":9817,"userID":2018,"timestamp":"2017-06-18T18:08:10.52","Post":{"postID":9817,"title":"Encouraging parents to model communication on the student's device","body":"If your son/daughter has an alternative and augmentative communication or AAC device it is important to know what to do with it and how to incorporate it in your everyday life. First, it is important for you to get familiar with the AAC device or system. Try to create sentences with it and hold conversations with your partner or a friend using your child’s AAC device. Once you are more familiar with the system, it is important for you to consistently speak to your child through their mode of communication. For them to be motivated to use their device they need to be exposed to other people modeling and using their device. As you are talking to your child push the buttons along with whatever you’re saying. It is important to encourage your child to attempt to use the AAC device even if their responses are not meaningful. Do not take away the device if they are exploring their language. Instead, expand off of their words to create conversations and model back to them with their device. In conclusion, it is important to get to know your son/daughters mode of communication, model the communication consistently, and expand off of the meaningful and non meaningful responses. It is all communication. It is ok to make mistakes in this process. This is all a learning process.
","userID":14982,"timestamp":"2017-05-31T13:54:15.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":879,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":236,"collectionID":117,"postID":9817,"quote":""}]}},{"starID":5854,"postID":9826,"userID":2018,"timestamp":"2017-06-18T18:08:33.003","Post":{"postID":9826,"title":"Peer to Peer Interaction with AAC","body":"As a teacher for students with multiple disabilities, encouraging peer to peer interactions can be a major challenge. I have found that many of my students prefer to communicate with staff rather than with their own peers. Students need to be presented highly structured opportunities in order to engage in purposeful interactions with each other.
During our morning meetings, I have students practice writing letters to one another using their language on their AAC device (Touch Chat for the majority of my students). They choose their communication partner on their device and write a message or a comment related to a picture. They will then engage in a communication exchange with one another where they read their message to their partner.
It is also equally important for our students to interact with their typically developed peers. Throughout the school year, I have had a local high school student come to my classroom 3 times a week as part of their teacher prep program. This high school student needed to be trained in how to communicate with our students. Your typical high school student has most likely never even heard of Touch Chat or other similar AAC programs. I had to train her in how to communicate using each students AAC device. Many typical peers may be too timid to interact with their peers with disabilities only because they do not know how to effectively communicate with them. The more they can be accustomed to the different types of communication devices that our students use, the better communicative exchanges can occur between our students with disabilities and their typical peers.
When using AAC in the community, I notice that communication partners look to me (or other person with the individual using AAC) instead of the person using the device. I try to use non-verbal and verbal cues to indicate that the student has an AAC device and would like to communicate a message but often times they still look towards me. Is this an issue others have as well and do you have any strategies for helping community members to honor AAC?
","userID":15357,"timestamp":"2017-05-31T19:41:14.687","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":543,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":241,"collectionID":117,"postID":9825,"quote":""}]}},{"starID":5856,"postID":9827,"userID":2018,"timestamp":"2017-06-18T18:09:30.927","Post":{"postID":9827,"title":"Educating our community partners on students use of AC devices out in the community","body":"Our utilization of Alternative communication devices within the community involve a 1 button switch that states either one of the following “I would like to order ____________” or “thank you” while at the cashier counter. When the cashier has questions relating to the use of our students use of AC device for communication, this presents an opportunity to educate those in the community on AC devices. We will usually share with the cashier that our students have already made the selections prior to arriving to the counter, we as staff will then program the AC device so our students can voice their desired menu item. As we frequent these establishments regularly, the staff people will become more accustomed to our students using technology for communication and open more opportunities for dialogue on AC devices. One idea that we have yet to implement would be to type out a basic informational sheet to share at restaurants on how our students use their AC device at home or in the school environment.
","userID":14967,"timestamp":"2017-05-31T20:30:57.123","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":780,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":245,"collectionID":117,"postID":9827,"quote":""}]}},{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313","Post":{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]}},{"starID":5941,"postID":15853,"userID":2018,"timestamp":"2018-05-18T17:59:05.413","Post":{"postID":15853,"title":"Research Supports The Use Of Visuals In The Classroom","body":"Visual supports are an important tool for communication. In a 2006 article titled Learning Through Seeing and Doing; Visual Supports for Children with Autism, by Shaila Rao and Brenda Gagie, they outlined the benefits of using visual supports including:
· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
","userID":42626,"timestamp":"2018-05-15T14:44:51.477","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1376,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":349,"collectionID":142,"postID":15853,"quote":"This article outlines why visual supports are beneficial to those with Autism. "}]}},{"starID":5942,"postID":15825,"userID":2018,"timestamp":"2018-05-18T17:59:13.363","Post":{"postID":15825,"title":"Movement - Attracting Visual Attention with CVI","body":"Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Below are examples of the visual supports used in the classrooms. The first picture is an example of a child's individual schedule for the day. Most the the children take each of their small pictures and match it to a bigger picture in a certain area. This is seen in the third and sixth picture of circle, bathroom, and wash hands. The second, fourth, and fifth photos are examples of communication boards used in the classroom (in Spanish and English) to help faciliate expression language and aide in language comprehension as well. The seventh photo depicts a visual schedule of an arrival routine. Finally the last is a daily schedule for the whole class. The teacher reviews it in the beginning, middle, and end of the day. She flips over the strip in front of the class as they talk about what is \"all done\".
","userID":42626,"timestamp":"2018-05-15T15:12:07.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":350,"collectionID":142,"postID":15854,"quote":"Visual Support Examples in the Classroom"}]}},{"starID":5944,"postID":15993,"userID":2018,"timestamp":"2018-05-18T18:44:53.897","Post":{"postID":15993,"title":"Core Vocabulary and Using the Communication Matrix to Write IEP goals","body":"This year the team has focused on using core vocabulary with our students with complex communication needs. We have had a weekly CORE communication group, in addition to posting the word of the week on the door so that everyone knows what we are working on. I was involved in a Professional Learning Community this year that focused on A Tiered Approach to Core Vocabulary Intervention. I was able to learn so many more strategies and ideas to use for the upcoming year. Also, I had been using the Communication Matrix with a few of my students. It was time to write IEP goals for one of my students and I wanted to figure out how to incorporate the areas of the Communication Matrix while using core vocabulary. Since the communication matrix was able to pinpoint areas my student needed to work on, I was able to come up with a few objectives, working towards the goal. The goal that I wrote was the following: By April 2019, D will use 1-2 words (i.e. want it, more eat, help me, you go, stop walk) to express a variety of communicative intents, given access to AAC System/Core Vocabulary, during structured activities in ¾ opportunities, given a visual/gesture prompt. The communicative intents that are going to be targeted in the objectives are commenting, rejection/refusal, and making choices (which were the areas that the Communication Matrix showed were either \"not used\" or \"emerging\"). I was happy that I was able to integrate both core vocabulary and the areas of the Communication Matrix in my IEP goal.
","userID":18707,"timestamp":"2018-05-17T14:15:10.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5951,"postID":16245,"userID":2018,"timestamp":"2018-05-22T21:02:34.56","Post":{"postID":16245,"title":"Active Learning & Navigating with CVI ","body":"Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
","userID":46861,"timestamp":"2018-05-27T02:25:53.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":361,"collectionID":140,"postID":16508,"quote":"Post by Deirdre McLaughlin CF-SLP\nAn interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!"},{"collectionItemID":362,"collectionID":144,"postID":16508,"quote":""}]}},{"starID":5958,"postID":16088,"userID":2018,"timestamp":"2018-05-31T20:01:35.453","Post":{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:43:55.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":371,"collectionID":143,"postID":15711,"quote":"Colleen has given her insight from the high school level on how to build an integrated approach. "}]}},{"starID":5960,"postID":15710,"userID":2018,"timestamp":"2018-05-31T20:02:27.97","Post":{"postID":15710,"title":"Using Aug Com Across Contexts; Making It Fun Makes It Meaningful","body":"This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:17:50.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":775,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":372,"collectionID":143,"postID":15710,"quote":"This post relates to how to push into the classroom and how to model using AAC. "}]}},{"starID":5961,"postID":15649,"userID":2018,"timestamp":"2018-05-31T20:02:35.173","Post":{"postID":15649,"title":"Consistency is key!","body":"Being a teacher where all 6 of my students use communication devices can be overwhelming at times. In the beginning of the year all my students did not use their communication devices independently and needed alot of hand over hand assistance to participate in class. So as the assignments were being completed it would take awhile to get through the lessons because the paras and myself made sure that every student's voice was being heard. Now at this time of the year, the students are using their communication devices more and independently. They are able to navigate through the pages on their devices and participate in class. It's nice to see all my students sharing their answers in the classroom. It shows they are attending to lessons and learning is happening. Great job!!
","userID":40678,"timestamp":"2018-05-08T17:52:28.583","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":49,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5962,"postID":16721,"userID":2018,"timestamp":"2018-06-04T23:18:24.767","Post":{"postID":16721,"title":"Supportive Sabotage","body":"Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]}},{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623","Post":{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n
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The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
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\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]}},{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627","Post":{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"
\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]}},{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127","Post":{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]}},{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313","Post":{"postID":17567,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
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\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
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\n-PBIS/Second\nStep programming
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\nRESULTS:
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\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
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\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
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\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
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\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]}},{"starID":6103,"postID":24444,"userID":2018,"timestamp":"2020-08-05T19:36:16.383","Post":{"postID":24444,"title":"Incorporating The Senses Into Communication and Play Development","body":"Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
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learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}],"Posts1":[{"postID":3963,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4276,"title":"Object Representation Systems","body":"It is often very time consuming creating object representation systems. Whether using objects for visual, cognitive or language purposes, it is important to take into consideration during your assessment & implementation of an object system - what type of object is meaningful to your child/student. Please don't assume that a whole object or miniature is the way to go with everyone on the planet ;)\r\n For some people, it is a whole item that represents the same item, an action with that item, an emotion or other description, or even that object can represent a category of items. For some it may be a part to a whole (such as the handle from the toilet rather than a miniature toilet). For some it is a texture (such as sandpaper to represent the roughness of the bricks on your house or represents the category of buildings).\r\nIn any case, it can take a extensive amount of time to build up an object system. One source to take a look at are the Tangible Object Card Sets from Adaptivation Inc. \r\nhttp://www.adaptivation.com/product_detail.php?ID=194\r\nLori Dahlquist, a Speech Language Pathologist on the Adaptivation team, has written an article on \"Communication and the Use of Tangible Symbols\" that may be helpful in schools.\r\nhttp://www.adaptivation.com/uploads/documents/Communication%20and%20the%20use%20of%20tangible%20symbols_dahlquist.pdf ","userID":2018,"timestamp":"2015-02-07T11:15:22.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2043,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2149,"postID":4276,"userID":2023,"timestamp":"2015-02-09T11:35:59.103"}],"PostCollectionItems":[{"collectionItemID":307,"collectionID":137,"postID":4276,"quote":"Object Systems aren't always a whole item"}]},{"postID":4277,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4278,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4279,"title":"Music and AAC","body":"The Grammy Awards remind us of the importance of communication in all areas of life. These 2 videos of a young boy first telling his mom and then his grandma about the family band, and the videos will just delight you. He uses a communication system called PODD (Pragmatic Organization of Dynamic Displays) a language representation system that has both paper and electronic based options. In these videos you will see and hear this young boy \"tell\" about all the members of the family and which instruments they are to play. \r\nCallaghan 2 years 11 months navigates through multiple categories and branches of his 16 cell location PODD book to talk about his latest interest 'music'. If you've never experienced a PODD paper system, it's called a \"smart partner system\". Wherever the child points, the person with them provides the voice output; if they land on a cell that has a LINK, the adult changes the pages for them. His mother may be speaking out loud the symbols that he is pointing to, but it is certainly the story that he has to tell -his way!","userID":2018,"timestamp":"2015-02-08T21:58:34.547","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2148,"postID":4279,"userID":2023,"timestamp":"2015-02-09T11:24:04.117"}],"PostCollectionItems":[]},{"postID":4280,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4281,"title":"Demystifying AAC","body":"Ajit, one of the developers of the Avaz AAC app conducts a 55 minute webinar on the basics of AAC without it being about any particular AAC tool. He does a very nice presentation at describing the social need for communication, the differences between speech and language, and lays out what he calls \"the anatomy of a conversation\", which often makes communication so difficult for children on the autism spectrum.\r\n\r\nIf you have time to continue beyond the first 15 minutes in the webinar, you will learn about what therapists mean when they are talking about what children gain from having \"core vocabulary\" and having \"pragmatic vocabulary\" and \"content words/nouns\".\r\n\r\nContinuing on, he covers implementation strategies in AAC such as Aided Language Stimulation, Color Coding, Learn-ability of Symbols, Growing a System with your Child, and Motor Planning for Fluency. He pretty much hits all the topics of the today!\r\n\r\nAgain, what is nice about this webinar is that he is not \"selling\" his system, it is a solid one hour AAC introduction without \"bells and whistles\".","userID":2018,"timestamp":"2015-02-09T13:20:35.457","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":68,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4282,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4283,"title":"Communication, Literacy & Angelman Syndrome","body":"Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. ","userID":2018,"timestamp":"2015-02-09T13:26:18.903","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2227,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2152,"postID":4283,"userID":2023,"timestamp":"2015-02-10T10:02:40.37"},{"starID":2159,"postID":4283,"userID":3233,"timestamp":"2015-02-11T13:50:20.553"},{"starID":6164,"postID":4283,"userID":284154,"timestamp":"2024-02-06T18:21:42.877"}],"PostCollectionItems":[{"collectionItemID":274,"collectionID":123,"postID":4283,"quote":"I'd like to add this post from Kelly Fonner as it features resources from two experts in emergent writing, Caroline Musselwhite and Gretchen Hanser. Additionally, emergent writing is an emergent literacy skill and all of these skills should be worked on at the same time!"}]},{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2150,"postID":4284,"userID":2023,"timestamp":"2015-02-10T08:42:38.4"},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07"}],"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]},{"postID":4285,"title":"Free Communication & AAC training at AbleNet University","body":"At AbleNet University, there is an opportunity to register for upcoming free webinars in aspects of communication at all 7 levels that are addressed in the Communication Matrix. The website is at\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nFor those who are interested in training for communicators at Communication Matrix Levels 1, 2, & 3 - you may be interested in the assessment, implementation & data collection strategies from CEP: Communication Enhancement Process that are represented across 3 webinars in the AbleNet University recorded: Communication section - AAC into the Classroom for Students with Significant Disabilities.\r\n\r\nFor those with individuals starting to use or inconsistently using AAC systems and are mostly at Communication Matrix Levels 4, 5, 6, & 7 - check out the 2 webinars that make up the ECT: Environmental Communication Training series. These are also in the AbleNet University recorded: Communication section.","userID":2018,"timestamp":"2015-02-09T13:43:52.807","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":127,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2157,"postID":4285,"userID":3154,"timestamp":"2015-02-10T14:13:47.05"}],"PostCollectionItems":[]},{"postID":4286,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4287,"title":"The Everybody Communicates Challenge","body":"In February 2015 AAC Consultant, Author & Developer, Pati King-Baun will initiating the \"Everyone Communicates Challenge\". Available to educators, SLPs, family members of children and teens with complex communication needs, Pati will be providing access to a communication system & 20 days of school based activities that support language learning. Sign-up will take place on\r\nhttp://creativecommunicating.com/creative-communicating/index.php/everyone-communicates/","userID":2018,"timestamp":"2015-02-09T13:47:14.13","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2151,"postID":4287,"userID":2023,"timestamp":"2015-02-10T10:02:20.933"},{"starID":2164,"postID":4287,"userID":3256,"timestamp":"2015-02-17T21:35:57.337"}],"PostCollectionItems":[]},{"postID":4293,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4294,"title":"Sequential Messages from a Single Switch","body":"For students who have difficulty with more than one activation point, but have more than one thing to say, as well as for those that you want to encourage continued conversations & \"chatting\" - try out one of the many options in sequential messaging. These products can be used for introducing multiple messages, social chatting, for initiating social interaction that is then carried out with other modalities/AAC strategies, and vocational scripting that includes expressive communication. \r\nSequential devices can also be a strategy that introduce new expressive communication to individuals and allows for the emphasis to be put on the social aspect of communication, rather than on the individual hunting for messages. Of course, this is not for all expressive needs, but for fast, new, or socially stressful situations, these tools may be something to consider as a part of a range of tools in someone's AAC system set.\r\nAttached are some images of products including light tech tools, apps, and handouts on implementation strategies for sequencing tools & messages.","userID":2018,"timestamp":"2015-02-10T22:45:38.697","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2174,"postID":4294,"userID":2023,"timestamp":"2015-02-23T12:14:48.5"}],"PostCollectionItems":[]},{"postID":4295,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4296,"title":"PSU Kids Website for Early Intervention & Communication","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1\r\n","userID":2018,"timestamp":"2015-02-10T23:16:40.127","posted":false,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4297,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4298,"title":"PSU Communication Supports for Infants & Toddlers","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1","userID":2018,"timestamp":"2015-02-11T01:11:29.37","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5298,"title":"Maya Finds Her Voice","body":"Follow these 2+ years of a video documented account of Maya, as a mother tells the journey of navigating augmentative & alternative communication from her daughter's 2nd to 5th birthdays. She will talk of the forward strides and the mis-steps, and share with you these examples through many videos that show a range of AAC options that helped to scaffold Maya to her current system. \r\nJust a note: While watching the videos - just be aware - that several of the videos put Maya in the position of having to \"perform\" with her current AAC system. \"show me this\"... \"tell me this\". but this is often what happens when one just turns on a camera to show what a kid can do with symbol cards, a device or an app; rather than just running the video during natural situations in the day which lend themselves to chatting. \r\nNone the less, you will see in a mere 10 minutes how 2 focused years can make all the difference! It does not just happen because you put an app infront of a child or when you just fly by the seat of your pants! A lot of planful work went into this child, both from the family, clinician and educators side. Well done Maya! Well done Mom!","userID":2018,"timestamp":"2015-02-11T23:03:29.137","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2006,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2161,"postID":5298,"userID":2023,"timestamp":"2015-02-13T15:12:38.373"}],"PostCollectionItems":[{"collectionItemID":329,"collectionID":138,"postID":5298,"quote":"In this post Kelly highlights a video that follows several years of a young girl, Maya, learning to use her AAC device."},{"collectionItemID":332,"collectionID":139,"postID":5298,"quote":"In this post, Kelly shares a video that follows several years of a young girl, Maya, learning to use her AAC device"}]},{"postID":5299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5300,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5301,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5307,"title":"Mateo's Story of how Language + Literacy = Empowerment","body":"I must start out by saying that there are many stories that choke me up. I do not personally know this young man or his parents. His mother writes beautifully of the struggles and the rewards of their experiences with complex communication needs and the surrounding social impacts of navigating a desire to have \"true inclusion\" for her son both in school activities and in related activities, such as the track team. How much of every day is impacted by the ability for your child/student to communicate with others and for those unfamiliar with your child/student to be comfortable communicating with them. Sometimes that means going outside of your comfort zone, outside of the bubble of your protected \"known\" environment. It can be very difficult, and it can have huge rewards.\r\nI share this also from a family member perspective. My sister-in-law had Cerebral Palsy and communication struggles, especially in her 60s and 70s when seating, breath support and age started to take their toll on her body and voice. She used a communication board in those later years to communicate with unfamiliar partners and in her last years, with all of us, through her pointing & then through partner assisted scanning. It wasn't easy, but it was well worth it. Literacy was a huge important factor in her life. Reading kept her self motivated. It gave her topics to discuss with people. It helped to build friendships and work. I am so glad that people in her life always assumed she could without making her prove it first. In many ways growing up in the 40s and 50s was easier and also harder than it is now.\r\nSo back to Mateo - Read and see images of Mateo's story at Voices For All\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion/\r\nAnd see 9th grader, Mateo present to his school board about his experiences at a Literacy Camp - CampAlec\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion-2/\r\nIt does take work from many people, but it is worth it!","userID":2018,"timestamp":"2015-02-12T15:01:03.92","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":337,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2160,"postID":5307,"userID":2023,"timestamp":"2015-02-13T15:12:19.117"}],"PostCollectionItems":[]},{"postID":5308,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5309,"title":"Training through Rett University ","body":"\r\nThere is a new source of training for parents & providers of services to children with RETT Syndrome. Rett University is an e-learning platform specifically designed for educators and therapists of students with Rett Syndrome . Experienced professionals share their cutting-edge knowledge on how to support their students with Rett Syndrome and push them to their highest levels of academic, physical and personal achievement. Courses are designed to teach you how to:\r\n-help your student/child learn to read and write\r\n-develop real communication skills\r\n-learn strategies for sensory regulation\r\n-learn where to start when initially diagnosed to build communication and appropriate expectations\r\n-develop effective appropriate IEP goals\r\n\r\nRett University is brought to you by Girl Power 2 Cure in partnership with Susan Norwell and other well know advisers who specialize in literacy, language, movement, communication, & medical issues of individuals with Rett Syndrome . Together with Udemy.com, a leading e-learning company, this website has launched in the fall of 2014. Courses are added regularly and there is a newsletter to keep you informed. \r\n http://www.rett-u.org/","userID":2018,"timestamp":"2015-02-13T15:41:14.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2162,"postID":5309,"userID":3238,"timestamp":"2015-02-17T06:40:33.247"}],"PostCollectionItems":[]},{"postID":5310,"title":"Credits for Coursework through Home CEU Connection ","body":"This website provides opportunities to further your study on Beginning Communication, Assessment, Augmentative & Alternative Communication, Switch Access, Electronic Aides of Daily Living, & other issues & strategies that impact your knowledge & work with children & youth with complex communication needs. This website provides state & organization approved credit training for SLPs, OTs, OTAs, PTs, & PTAs in a variety of topics right in the comfort of your own home. \r\nFor topics that impact the population of students served in the context of the Communication Matrix, do searches for courses taught by Patricia Ourand, Michelle Lange, Kelly Fonner, and Cara Koscinski.\r\nhttps://www.homeceuconnection.com","userID":2018,"timestamp":"2015-02-15T15:49:12.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":973,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5311,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5312,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":40,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5313,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5318,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057"}],"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]},{"postID":5323,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5324,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5325,"title":"Summer Camp Experiences for Children & Youth with Complex Communication Needs","body":"There are a variety of options in Summer Camps for Children & Youth with CCN (Complex Communication Needs). Some camps focus on the communication experience, some on the basic summer camp experience, some on literacy, some on a little bit of everything. There are day camps and overnight camp options in several states, here are just 4 options:\r\nBuilding Bridges Camp & Training Institute - an experience for both campers & educators/practitioners, the 2015 dates are July 8-15. More information is at http://www.bridgeschool.org/outreach/camp/index.php\r\nAAC and Literacy Camps - 2 opportunities to Experience a week of Literacy Learning under the guidance of staff from the Center for Literacy & Disability Studies from the University of North Carolina - Chapel Hill & other professionals. Camp Courage is in Maple Lake, Minnesota (June 19-25, 2015) and Camp ALEC is in Grand Rapids, Michigan (August 8-15, 2015) http://www.med.unc.edu/ahs/clds/camp-alec\r\nI CAN TALK AAC SUMMER CAMP - Pittsburgh, PA - Dates are July 29 - August 1, 2015 - for the summer of 2-15 the theme is “UNDER THE MICROSCOPE http://www.icantalkclinic.com/2015-camp.html","userID":2018,"timestamp":"2015-02-20T01:49:20.7","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1089,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2169,"postID":5325,"userID":1012,"timestamp":"2015-02-20T10:15:43.207"}],"PostCollectionItems":[{"collectionItemID":73,"collectionID":60,"postID":5325,"quote":"Videos can tell the story of a camper and adults day so much more than words."}]},{"postID":5326,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5327,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5328,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5331,"title":"Babies with iPads","body":"There is a blog called \"Babies with iPads\" that was started in July 2010 and is written by a developmental/vision specialist for WV Birth to Three, who has been working with babies/toddlers with special needs since 1988. There are many guest bloggers who are parents of children with special needs who share their stories of how their own babies & children under 3 are using particular apps or how they have the iPad set up with accessibility options and creative solutions.\r\nThe blog host posts that the blog is designed to document infants/toddlers with disabilities using an iPad to promote their development and hopes to show how this technology can help children with disabilities develop their communication, play, pre-literacy, cognitive, visual/auditory and motor skills. There are many, many images, videos and descriptions of communication apps \"how-tos\", but also implementation ideas, & also results of young children gaining exposure early on in their development.\r\nYou can, as I have, spend hours of your time exploring these stories, and still not be 5 pages into this blog. You will also find video of children with some of the rarer syndromes, such as Cri du Chat Syndrome, that are also quantified here in the Shared Science section of the Communication Matrix Community. You will also find blogs dedicated to showing apps especially good for children with CVI, Cortical Vision Impairment.\r\nhttp://babieswithipads.blogspot.com/","userID":2018,"timestamp":"2015-02-20T14:24:02.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2173,"postID":5331,"userID":2023,"timestamp":"2015-02-23T12:10:53.257"}],"PostCollectionItems":[]},{"postID":5335,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5336,"title":"PECS®: Picture Exchange Communication System","body":"PECS® is a system often used with early augmentative communicators and has a training strategy that family and staff may or may not have had complete training on the process of the exchange as a communicative behavior. Sometimes it's only the staff that gets trained and families don't have the option of attending. In some cases, only professional staff attend, and yet it's the para-professionals that implement the process under the guidance of SLPs and/or teachers who may not realize that they've missed passing on some of the message behind moving through PECS® stages with fidelity. In too many cases, several of my colleagues and myself have witnessed, what we've referred to as \"mis-PECS®\" or \"PECS® gone wrong\" and people have turned a communicative act into \"work\", or worse, an opportunity to \"test\" or \"quiz' a student on what they know. COMMUNICATING is not QUIZ.\r\nSo here is an opportunity to catch up on what PECS® really is, without the long training. It is not a replacement of the full training. You will learn so much from the complete training; but in a pinch, here is Lori Frost, MS, CCC-SLP, co-developer of the Picture Exchange Communication System® (PECS®) and co-founder of Pyramid Educational Consultants, as she introduces the Picture Exchange Communication System (PECS). \r\nThis 48 minute video includes a synopsis (NOT a FULL TRAINING) of the 6 training phases of PECS®, a discussions of the myths and facts associated with PECS® as well as an overview of the research related to PECS®. *Please note this video is an overview only and is not intended as a training workshop. ","userID":2018,"timestamp":"2015-02-21T20:44:27.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2026,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2172,"postID":5336,"userID":2023,"timestamp":"2015-02-23T12:10:35.63"}],"PostCollectionItems":[]},{"postID":5337,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5338,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5339,"title":"Real Look Autism Video Series","body":"www.reallookautism.com is a non-profit organization with a website and YouTube channel dedicated to supporting families and educators who have children & youth with autism. Paraphrasing from their information - The website will give you some great ideas for living with & working with children who have Autism Spectrum Disorders and also serve as a place to share your own insights....They attempt to present different therapies and strategies using video in a very focused and thoughtful way. They present these short edited video stories paired with an article on the same topic written by a parent or specialist…Or both!\r\nOn the YouTube Channel, there are over 13 videos; they refer to as \"episodes\". The topics cover communication, play, shopping, camping, art therapy, eating, emotions, and personal hygiene. And don't forget there is a paired story back on the website for every topic. \r\nThe communication topic is included in this post and here is a link to the article that goes along with the video. \r\nhttp://www.reallookautism.com/2012/01/communication-device/","userID":2018,"timestamp":"2015-02-23T10:10:31.26","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1726,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2171,"postID":5339,"userID":2023,"timestamp":"2015-02-23T12:09:51.877"}],"PostCollectionItems":[{"collectionItemID":316,"collectionID":138,"postID":5339,"quote":"In this post, Kelly introduces www.reallookautism.com as a website and YouTube channel that provides information for living and working with children with autism spectrum disorders. "}]},{"postID":5340,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5341,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5342,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5344,"title":"Does AAC impede natural speech? and other fears","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:46:22.15","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5345,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5346,"title":"Does AAC impede natural speech?and other fears.","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:53:37.537","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"common concerns from families and staff","show":true,"views":2059,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2175,"postID":5346,"userID":2023,"timestamp":"2015-02-25T10:07:08.41"},{"starID":2176,"postID":5346,"userID":9043,"timestamp":"2015-02-25T10:07:55.187"},{"starID":2178,"postID":5346,"userID":3256,"timestamp":"2015-02-25T21:56:22.67"}],"PostCollectionItems":[]},{"postID":5347,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5362,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5363,"title":"Teaching Learners with Multiple Needs","body":"Teaching Learners with Multiple Needs is a website & blog by Special Educator & Assistive Technology Specialist, Kate Ahern. Kate has been posting information on educating students with severe disabilities since 2006, including students with Rett Syndrome and Autism. She includes Communication strategies and information on AAC Dynamic Displays that are both in Devices and Static, Increasing speech through AAC use, Photos and Symbols, and Eye Gaze. Her Periodic Table for AAC is attached to this post.\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/\r\nIn addition to the Communication strategies, she also has related content on hard to find information such as Clothing for students with severe disabilities, Swimming, Switches, Paraprofessional Resources, iPad Apps & Software Recommendations, Alternate formats for books and stories and other literacy strategies.","userID":2018,"timestamp":"2015-03-01T09:55:18.07","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This blog contains a wealth of information specific to Rett Syndrome but also related to AAC in general. Check it out!","show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5364,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5384,"title":"AAC in Early Childhood","body":"Dr. Rae Sonnenmeier of the Institute on Disability at the University of New Hampshire discusses reasons why it is important to support the use of AAC in the early childhood environment. She introduces a 5-step process for developing communication through AAC. And she includes research findings on Early Childhood use of AAC.\r\nhttps://vimeo.com/91725812\r\nThe webinar is a recorded 45 minutes long and includes demonstrations from current AAC technologies including AAC apps.","userID":2018,"timestamp":"2015-03-10T17:06:19.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5385,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5387,"title":"Every Move Counts Assessment and Intervention","body":"Every Move Counts is a Sensory based Communication Assessment and Intervention Planning Process. Used by therapists and educators who have received training by some of the authors, Jane Korsten and Terry Foss, staff & families introduce a wide variety of sensory-related stimuli systematically to a child and observe, often through video of their reactions, from slight or very noticeable. These movements of a child's eyes, body or hands, towards or away from the item that created a sound, or light source or vibration, are noted as communicative and potential options to build upon augmentative or alternative strategies for communication. Data collection is a well organized part of the assessment and intervention planning.\r\nAt the Every Move Counts website, you can find information on the strategies through video, articles and other downloads. You can also order the complete book that teaches all of the strategies and find out about workshops on the topic of developing communication through sensory techniques.","userID":2018,"timestamp":"2015-03-13T22:35:39.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":17642,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":12,"collectionID":1,"postID":5387,"quote":"This instrument is appropriate for individuals with severe/multiple disabilities and sensory impairments."}]},{"postID":5388,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5389,"title":"Emergent Communicators - If You Listen, You Will Hear Us","body":"There is a 10 minute video that communicate in images so much of what many of try to get across when describing the extreme importance of creating opportunities for expressive communication for individuals who are emergent communicators. This video was filmed in 2013 by the Leicester and Leicestershire Learning Disability Partnership Boards along with frontline staff, carers and people with learning disabilities themselves. . The videos were done at the Hastings Road Day Centre, Leicester, and Glebe House, Loughborough, England. \r\nThe video was created to demonstrate alternative styles of communication to those that may be unfamiliar with individuals who have complex disabilities and communicate in sensory and behavioral ways. There is a nice explanation, images and video of \"Communication Passports\". The intervention of having descriptive books with pictures that describe the person, their likes, dislikes, family members, conversation patterns, social topics and all things that have to do with their communication. For those of you that work with teens and young adults, this will be a nice viewing, because so much of what we see in video is of young children in the emergent communication levels. This video of young and older adults communicating through sensory based techniques is encouraging and of course we are all ready for each and every one to take the next step on the communication ladder! Everyone just needs to be given opportunity, good models of expressive communication and of course, truly expectant and engaging partners.\r\n\r\nFrom the website - \"People with PMLD (Profound & Multiple Learning Disabilities - a term used in the U.K.) have severely limited understanding and often have more than one disability, such as problems with seeing, hearing and movement. They may also have other conditions such as epilepsy or autism. This all means that patients will have complex health needs, great difficulty communicating and sometimes challenging behaviour. The guidelines cover the need to value all ways of communicating, the fact that everyone communicates, how a very personalised approach is needed for people with PMLD, how gaining views may take a long time and some educated guess work along the way, and that family carers know their relative the best and are the experts. It's about building a long-term picture of what people PMLD like and dislike and what their wishes are. \"","userID":2018,"timestamp":"2015-03-14T01:16:52.957","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3181,"postID":5389,"userID":2023,"timestamp":"2015-03-20T09:02:48.623"}],"PostCollectionItems":[]},{"postID":5390,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5391,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5392,"title":"Autism & AAC Apps: Evaluating Your Options Workshop","body":"AAC Institute along with ICAN Talk Clinic’s staff is offering a 1.5-day workshop for attendees to learn about and interact with communication apps on iPads or other mobile technologies designed for individuals with autism spectrum disorder. This workshop is being offered by the AAC Institute as part of their professional continuing education program. Attendees have the option to earn continuing education units required for professional development.\r\nMay 7&8/2015\r\nhttp://www.icantalkclinic.com/autismaac-app-workshop.html\r\nDay 1: After the morning presentation by Katya Hill, Ph.D., CCC-SLP, Executive Director of AACI of evidence-based research on AAC apps, strategies and resources to support identifying app features and the matching persons with technology process, attendees will head to each of four (4) participating App company classrooms for 1.5 hour rotating sessions. The sessions will provide hands-on training to become familiar with the featured communication App(s) and intervention resources offered to support App users with autism and their teams. \r\n\r\nThe four participating AAC app companies with classrooms can create a learning environment that represents their products, supports and services. Also, Day 1 includes an Exhibitor walk-about during lunchtime and afternoon demonstrations in the ballroom where other companies will be demonstrating their Apps, resources and products. Day 1 concludes with a “happy hour” informal networking opportunity for attendees, company representatives and exhibitors. \r\n\r\nDay 2: After breakfast attendees go to their final concurrent classroom training session. After the morning break, all will gather for a panel discussion with the concurrent classroom App representatives and a wrap-up Q&A. App companies are free to stay in their classrooms once the main conference is adjourned for any scheduled 1:1 meetings they may wish to schedule. Attendees will leave the workshop fully informed and able to identify AAC App options for a person with autism.","userID":2018,"timestamp":"2015-03-15T09:51:09.19","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5393,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5394,"title":"Prompting Strategies","body":"There are many practices, strategies, researched methods and opinions on prompting strategies. Prompting is a strategy utilized in implementing communication interventions with children in all the levels of Communication Matrix.\r\n Too often when an adult is excited about getting their child or student to use an AAC app or Big Mack, or any AAC device, they give simple commands such as \"hit the switch\" or \"press this\". When doing so, all the child is learning is to follow directions - they are not learning the \"why\" they are to talk with this device or \"why they are saying this particular message\". They are just doing what someone told them to do. And when the situation occurs again, they are dependent upon that adult telling them , or showing them what to do again.. and thus, the prompt dependency cycle begins.\r\nIt needs to be recognized that prompting for communication can differ greatly than prompting for response to instructional questions or task oriented activities. In communication interactions multiple factors occur. It is more than the saying of a message, when it is by speech, or the pressing of key on a single button device, or a multi-key communication device or iPad app. There are social, linguistic, and strategic factors in communication. If the student is using a device or app, there are also operational factors. The pragmatics of the communication interaction that influence the communication intent are always in play during communication. So, talking to someone is not as simple as \"hit the switch\". These skills are not to be overlooked when teaching a child to interact utilizing AAC strategies, and need to be accounted for when considering what type of prompting you are to use with your student when training them to communicate.\r\nWhen we use thoughtful, environmentally based cues prior to the communication and communication based prompts that connect the student back to the communication intent after the they were expected to communicate, prompt dependency is less likely to develop. Least -to-Most strategies are connected to this type of prompting. Where full models are the last in the hierarchy, rather than starting with a full model and fading.\r\nHere are some supportive websites and documents to key you in on prompting strategies\r\nFrom I Can Talk website - Prompting Strategies\r\nhttp://www.icantalkclinic.com/aaction-points/aac-prompting-strategies\r\nFrom Every Move Counts - Prompting - A Cautionary Tale\r\nhttp://www.everymovecounts.net/articles.html","userID":2018,"timestamp":"2015-03-15T10:31:45.273","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":6536,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":401,"collectionID":154,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies. "},{"collectionItemID":405,"collectionID":155,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies."}]},{"postID":5395,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5397,"title":"Building Personalized Participation Packages","body":"There is a free 45 minute webinar on Building Personalized Participation Packages by Presenter, Terry Wendorf, available at the Ablenet University website for anyone to watch at whatever time is convenient for you.\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nThe description from the website: In this webinar, we will look at designing personalized learning packages that can increase participation for students with complex communication needs and/or severe multiple disabilities. Key equipment that will be incorporated into the participation packages will include the AbleNet PowerLink, the All-Turn-It Spinner, and dedicated speech generating devices such as the Step-by-Step. This is a \"DIY\" guide to creating your own participation/learning packages for your individual students/clients that will increase communication opportunities and physical participation.","userID":2018,"timestamp":"2015-03-17T16:48:16.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5398,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5425,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5431,"title":"Supports for Goal Writing for students with Communication Systems","body":"Kate Ahern has posted on the QIAT (Quality Indicators of Assistive Technology Services www.QIAT.org) List information on how she writes goals for her students who have communication systems. Here is the passage from her posting on that list with a link to her website and an article at the end.\r\n--from the list--\r\n\"Well for the student I describe - using a PODD 15+ on an iPad as an emergent communicator (background age 12, Angelman Syndrome, in an ABA school doings symbol based choice making between jelly bean and gummy bear but using her talker at home to do much more) I would like her goals to be:\r\nLanguage Benchmark: Given her talker and decreasing verbal cues from baseline, S will combine a noun/verb or verb/noun to request (want drink), answer questions (she go) or describe (I like) 15 times per day with 75% independence\"\r\nOperational Goal:\r\nGiven her talker with a carry strap S will bring her talker with her when moving from room to room without cues 85% of the time. \r\nSocial Goal:\r\nGiven her talker and modeling by adults and peers, S will respond to common social questions in a logical/understandable manner in context at least 3x per day with 75% accuracy and independence. \r\nStrategic Benchmark:\r\nGiven visual cues, modeling and her talker, S will tell her communication partner when they do no understand her message in 50% of communication breakdowns. \r\nSelf-Advocacy:\r\nGiven her completed visual schedule and her talker, S will accurately retell at least two events from her day with 75% independence. \r\nYou can read more about how I write AAC goals here: http://teachinglearnerswithmultipleneeds.blogspot.com/2014/04/meaningful-and-evidence-based-goals.html?m=1\"\r\n\r\nFor more information on PODD and PODD training in the US and Canada\r\nwww.PODDUSA.com","userID":2018,"timestamp":"2015-04-08T14:54:44.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1970,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3184,"postID":5431,"userID":2023,"timestamp":"2015-04-09T10:00:15.083"}],"PostCollectionItems":[]},{"postID":5432,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5499,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5537,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5538,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5548,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913"},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627"}],"PostCollectionItems":[]},{"postID":5550,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5551,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5552,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5553,"title":"Using information from Communication Matrix in the Classroom","body":"Consider using the information that you know about your students from the communication matrix when organizing groups. They can be organized into small or large group activities with like communicators or with communicators that have a variety of skills that can provide models for one another. Here is a form that can be used to provide an overview of the information that you have from the matrix.\r\n\r\nOn the form students are listed, marked by major level of the matrix, their main modality of communication is listed and other identifiers. Having all of this information in a one place overview can be helpful for quick planning.","userID":2018,"timestamp":"2015-06-02T23:29:53.28","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":329,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5554,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187"},{"starID":4390,"postID":5556,"userID":3256,"timestamp":"2015-12-03T11:15:30.657"}],"PostCollectionItems":[]},{"postID":5557,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6577,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6578,"title":"AAC supports for teachers","body":"Miami-Dade County Public school system has shared a resource that they have created for their teachers. It is for everyone to know how to most effectively use AAC tools that are in their classrooms, as well as the strategies that support the development of communication. They describe it well to staff as \"No AAC device or picture communication system stands alone. Just as children need interaction and reinforcement from adults to learn to speak, they will need the same attention to learn to use AAC. It is helpful to think of learning to use AAC as learning a new language.\"\r\nStrategies are put into these major categories, that are lessons from research and best practices.\r\n1) Use the daily routine as a framework\r\n2) Use motivating messages\r\n3) Model use of AAC\r\n4) Give cues and wait time\r\n5) Practice the prompt hierarchy\r\n6) Build empowerment, initiative and ownership \r\n7) Provide feedback\r\n8) Sabotage\r\n9) Keep materials accessible\r\n10) Use symbol system\r\nThe full set of information can be found at this website: http://prekese.dadeschools.net/AdaptationStation/aac.html#model","userID":2018,"timestamp":"2015-06-19T22:07:10.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1631,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":266,"collectionID":121,"postID":6578,"quote":""}]},{"postID":6579,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6580,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6581,"title":"Commercial Tangible Systems","body":"Creating Tangible systems can be time consuming. Often teams are creating each item individually rather than thinking of each item/word as a message in a larger language system. There are several tangible or object systems that have a common structure to them that you may want to investigate.\r\nAdaptivation - Tangible Object Cards http://www.adaptivation.com/product_detail.php?ID=194\r\nAttainment Company now has a Tactile Talk Tool Kit for the GoTalk Now App http://www.attainmentcompany.com/tactiletalk-toolkit\r\nBritteny Asher Consulting has a system called the LORAC http://www.brittenyasherconsulting.com/products/shop/\r\nFrom the American Printing House for the Blind - 2 products: STACS: Standardized Tactile Augmentative Communication Symbols Kit & Tactile Connections Kit: Symbols for Communication http://shop.aph.org/webapp/wcs/stores/\r\nfrom the Texas School for the Blind & Visually Impaired, a free resource on creating and their system, a Tactile Symbols Directory. At their website they also have pictures of each symbol in the directory and a video explaining the system. http://www.tsbvi.edu/tactile-symbols#ACTIONS\r\nFor Displaying, Sorting & Mounting these objects, look to the velcro boards & displays from Augmentative Resources. They have many creative portable carrying cases and table top mounts for you to use to present these types of symbols for communication, a behavior chart or schedule display. http://www.augresources.com/\r\n\r\nFor more information on Tangible Symbol Systems, Design To Learn has books and a video describing Tangible symbols as two- and three-dimensional objects used as symbols by individuals who have difficulty understanding abstract symbols such as speech, manual sign language or other abstract symbols. These products describe instructional strategies appropriate for a broad range of learners of all ages who need a conceptually concrete symbol system. http://www.designtolearn.com/products/tangible_symbol_systems\r\n","userID":2018,"timestamp":"2015-06-19T23:26:17.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3098,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":302,"collectionID":137,"postID":6581,"quote":"Commercial Tangible/Object Symbol Systems can save time and add consistency"}]},{"postID":6582,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6583,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6584,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6740,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4281,"postID":6741,"userID":6428,"timestamp":"2015-10-05T09:26:40.287"},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857"},{"starID":4388,"postID":6741,"userID":5388,"timestamp":"2015-12-03T11:07:17.68"}],"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]},{"postID":6742,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6743,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6756,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6777,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6778,"title":"International AAC Month Campaign 2015 – October","body":"The Power of Connection – A voice for all . . . a voice of one’s choice . . .
learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}]}},{"collectionID":55,"name":"Using the Communication Matrix to build team connections.","description":"I will be adding articles and resources to this collection to share how the Communication Matrix can be used in educational teams to:\nget to know a new student and team members,\nbuild similar language and understanding around communication,\ncreate a bridge between home and school,\nand to help guide IEP’s and communication goals.\n","dateCreated":"2016-06-20T05:14:25.433","bio":null,"published":true,"userID":12108,"PostCollectionItems":[{"collectionItemID":69,"collectionID":55,"postID":8286,"quote":"Meeting a new student and educational team.","Post":{"postID":8286,"title":"Getting to know a new student and team members","body":"My former job as a statewide educational consultant (to support children who are deafblind, their families and school teams), often meant that I was called in to work with children and teams that I had never met before. In order to learn a little about the child who was deafblind before I visited, I would ask for someone on the educational team to complete the Communication Matrix and share it with me. Being able to look at the results from the assessment gave me a starting point before visiting the team. Not only did it give me useful information on the child’s expressive communication skills, but it also provided me with information for determining what kind of support the family and team may need and what materials to bring with me. If the assessment couldn’t be completed before my visit, I would often sit down with a few members of the team and a family member to fill out the Communication Matrix together. In doing so, we were able to discuss and work together to answer each question. If one of us wasn’t sure or if there was a disagreement it pushed us to be more clear about what we saw and to explain the context in which the communication took place. This collaboration in completing the assessment as a team lead to a deeper understanding of the child’s communication level and provided ideas for interventions.
When I met a new school team I would also ask them to help me fill out a few simple forms that would give me a better understanding of the child we were serving. The Skills and Implications form from Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities (from the Rowland, C., Ed.), provides a template to compile information on the child’s communication skills, attributes, sensory losses and accommodations. I also found that a team could really come together when talking about a child’s likes and dislikes.
The Skills and Implications form is available at:
http://www.ohsu.edu/xd/research/centers-institutes...
The likes and dislikes form can be found at Washington Sensory Disabilities Services website:
http://www.wsdsonline.org/video-library/deaf-blind...
Please share your own experiences in working as a team with children who fall on the beginning levels of the Communication Matrix and any tools or tips that you use.
My former job as a statewide educational consultant (to support children who are deafblind, their families and school teams), often meant that I was called in to work with children and teams that I had never met before. In order to learn a little about the child who was deafblind before I visited, I would ask for someone on the educational team to complete the Communication Matrix and share it with me. Being able to look at the results from the assessment gave me a starting point before visiting the team. Not only did it give me useful information on the child’s expressive communication skills, but it also provided me with information for determining what kind of support the family and team may need and what materials to bring with me. If the assessment couldn’t be completed before my visit, I would often sit down with a few members of the team and a family member to fill out the Communication Matrix together. In doing so, we were able to discuss and work together to answer each question. If one of us wasn’t sure or if there was a disagreement it pushed us to be more clear about what we saw and to explain the context in which the communication took place. This collaboration in completing the assessment as a team lead to a deeper understanding of the child’s communication level and provided ideas for interventions.
When I met a new school team I would also ask them to help me fill out a few simple forms that would give me a better understanding of the child we were serving. The Skills and Implications form from Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities (from the Rowland, C., Ed.), provides a template to compile information on the child’s communication skills, attributes, sensory losses and accommodations. I also found that a team could really come together when talking about a child’s likes and dislikes.
The Skills and Implications form is available at:
http://www.ohsu.edu/xd/research/centers-institutes...
The likes and dislikes form can be found at Washington Sensory Disabilities Services website:
http://www.wsdsonline.org/video-library/deaf-blind...
Please share your own experiences in working as a team with children who fall on the beginning levels of the Communication Matrix and any tools or tips that you use.
My former job as a statewide educational consultant (to support children who are deafblind, their families and school teams), often meant that I was called in to work with children and teams that I had never met before. In order to learn a little about the child who was deafblind before I visited, I would ask for someone on the educational team to complete the Communication Matrix and share it with me. Being able to look at the results from the assessment gave me a starting point before visiting the team. Not only did it give me useful information on the child’s expressive communication skills, but it also provided me with information for determining what kind of support the family and team may need and what materials to bring with me. If the assessment couldn’t be completed before my visit, I would often sit down with a few members of the team and a family member to fill out the Communication Matrix together. In doing so, we were able to discuss and work together to answer each question. If one of us wasn’t sure or if there was a disagreement it pushed us to be more clear about what we saw and to explain the context in which the communication took place. This collaboration in completing the assessment as a team lead to a deeper understanding of the child’s communication level and provided ideas for interventions.
When I met a new school team I would also ask them to help me fill out a few simple forms that would give me a better understanding of the child we were serving. The Skills and Implications form from Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities (from the Rowland, C., Ed.), provides a template to compile information on the child’s communication skills, attributes, sensory losses and accommodations. I also found that a team could really come together when talking about a child’s likes and dislikes.
The Skills and Implications form is available at:
http://www.ohsu.edu/xd/research/centers-institutes...
The likes and dislikes form can be found at Washington Sensory Disabilities Services website:
http://www.wsdsonline.org/video-library/deaf-blind...
Please share your own experiences in working as a team with children who fall on the beginning levels of the Communication Matrix and any tools or tips that you use.
My former job as a statewide educational consultant (to support children who are deafblind, their families and school teams), often meant that I was called in to work with children and teams that I had never met before. In order to learn a little about the child who was deafblind before I visited, I would ask for someone on the educational team to complete the Communication Matrix and share it with me. Being able to look at the results from the assessment gave me a starting point before visiting the team. Not only did it give me useful information on the child’s expressive communication skills, but it also provided me with information for determining what kind of support the family and team may need and what materials to bring with me. If the assessment couldn’t be completed before my visit, I would often sit down with a few members of the team and a family member to fill out the Communication Matrix together. In doing so, we were able to discuss and work together to answer each question. If one of us wasn’t sure or if there was a disagreement it pushed us to be more clear about what we saw and to explain the context in which the communication took place. This collaboration in completing the assessment as a team lead to a deeper understanding of the child’s communication level and provided ideas for interventions.
When I met a new school team I would also ask them to help me fill out a few simple forms that would give me a better understanding of the child we were serving. The Skills and Implications form from Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities (from the Rowland, C., Ed.), provides a template to compile information on the child’s communication skills, attributes, sensory losses and accommodations. I also found that a team could really come together when talking about a child’s likes and dislikes.
The Skills and Implications form is available at:
http://www.ohsu.edu/xd/research/centers-institutes...
The likes and dislikes form can be found at Washington Sensory Disabilities Services website:
http://www.wsdsonline.org/video-library/deaf-blind...
Please share your own experiences in working as a team with children who fall on the beginning levels of the Communication Matrix and any tools or tips that you use.
My former job as a statewide educational consultant (to support children who are deafblind, their families and school teams), often meant that I was called in to work with children and teams that I had never met before. In order to learn a little about the child who was deafblind before I visited, I would ask for someone on the educational team to complete the Communication Matrix and share it with me. Being able to look at the results from the assessment gave me a starting point before visiting the team. Not only did it give me useful information on the child’s expressive communication skills, but it also provided me with information for determining what kind of support the family and team may need and what materials to bring with me. If the assessment couldn’t be completed before my visit, I would often sit down with a few members of the team and a family member to fill out the Communication Matrix together. In doing so, we were able to discuss and work together to answer each question. If one of us wasn’t sure or if there was a disagreement it pushed us to be more clear about what we saw and to explain the context in which the communication took place. This collaboration in completing the assessment as a team lead to a deeper understanding of the child’s communication level and provided ideas for interventions.
When I met a new school team I would also ask them to help me fill out a few simple forms that would give me a better understanding of the child we were serving. The Skills and Implications form from Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities (from the Rowland, C., Ed.), provides a template to compile information on the child’s communication skills, attributes, sensory losses and accommodations. I also found that a team could really come together when talking about a child’s likes and dislikes.
The Skills and Implications form is available at:
http://www.ohsu.edu/xd/research/centers-institutes...
The likes and dislikes form can be found at Washington Sensory Disabilities Services website:
http://www.wsdsonline.org/video-library/deaf-blind...
Please share your own experiences in working as a team with children who fall on the beginning levels of the Communication Matrix and any tools or tips that you use.
When implementing AAC tools with a client, it takes the whole village. As a result, there are a lot of different people who are involved in AAC implementation. With a variety of people comes a variety of experiences or backgrounds:
- Different knowledge bases and approaches (OT, PT, SLP, classroom teacher, psychologist, social worker, parents, paraprofessional, vision specialist, hearing specialist, BCBA or ABA therapists, and administrators and others)
- Different expectations of what AAC actually IS- Differing expectations of what success with AAC looks like
- Different opinions of what AAC tools should be used
- Different expectations due to cultural or social backgrounds
It is important to address these issues for successful implementation, but often, before that, I find the channels of communication need to first be opened. By it's very nature, the school setting and home setting are two different venues and as a result, the two do not often cross paths. There is plenty of opportunity for miscommunication and animosity to build due to this lack of contact and communication. Two key statements I hear that are good indications of breakdown are:
- (From the school perspective) \"The parents are not doing what we ask them at home.\" or, \"We have an AAC device, but the parents don't use it at home.\"
- (From the parent perspective) \"The school is not doing anything.\" or \"We are not even sure what is happening.\"
Often, my first question is, \"Have you e-mailed or called the school?\" or \"Have you e-mailed or called the family?\" The answer is usually, \"well no.\"
From there we can begin to open the lines of communication. Part of my role when implementing AAC is to begin the communication usually with an e-mail or phone call. I communicate to school staff and to families that my role is not to take sides, rather it is to open the lines of communication for more effective collaboration. I operate from the perspective that everyone wants to work for what is in the child's best interest.
There is a reason people go into education and there is a reason parents/caregivers become upset when they feel what is happening is not in the best interest of their child. Everyone's desire is to do what is best for the child. Unfortunately sometimes due to lack of communication, this can get lost.
Opening these lines of communication is an important first step to take to remove any animosity or stigma. I remind those I consult with that success is usually not due to lack of desire, rather it is due to lack of knowledge regarding how to actually implement and make progress with someone using an AAC tool.
Once we open communication, we can focus on what is needed for successful implementation including: knowledge required, goal setting, goal measurement, identifying trouble spots, and so on.
We have the beginning...
","userID":12086,"timestamp":"2019-04-05T19:25:50.087","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6017,"postID":24379,"userID":90526,"timestamp":"2019-04-10T19:36:51.29","User":{"userID":90526,"userName":"spch05","email":"lisa@saltillo.com","photo":null,"firstName":"Lisa","lastName":"Timm","city":"","stateID":"IA","bio":"","lastLogin":"2019-04-10T19:33:50.43","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:38:03.46","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":58190,"userID":90526,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":58191,"userID":90526,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]}},{"starID":6019,"postID":24379,"userID":90322,"timestamp":"2019-05-01T20:17:09.443","User":{"userID":90322,"userName":"KathyTaylor","email":"Kathy.Curran.Taylor@outlook.com","photo":"/Uploads/photo_90322.jpg","firstName":"Kathy","lastName":"Taylor","city":"Moosic","stateID":"PA","bio":"Deaf & HOH Communication Specialist, Independent Contractor, through ODP Lackawanna County/St. Joseph's Center;Visual Gestural Communication Certificate ; SLPI Advanced ASL & Sister of Deaf Adult; Advocate for ID Deaf Rights and mandates of Harry M Settlement for Effective Communication Services. Prior Deaf Services Coordinator for ID-Deaf through an ODP Provider Agency. Additionally, I am a Certified PA Educator, PreK-4th and substitute daily. I am a prior Freelance Interpreter for the Deaf, after having completed an Interpreter Training Program. I teach Beginner Sign Language I and II, for both children and adults. During graduate studies, I worked with children ages 2-8 who recently received Cochlear Implants, to assist in their Language Development, and am presently seeking Interpreter certification through Alternative Pathways with RID. ","lastLogin":"2019-04-08T19:12:09.213","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"Kathy Taylor","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-10-01T23:17:25.227","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":68578,"userID":90322,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}},{"userTypeLookupID":68579,"userID":90322,"userTypeID":5,"type":null,"UserType":{"userTypeID":5,"type":"Parent/family member","main":true,"largeIcon":"FMLarge.png","smallIcon":"FMSmall.png"}},{"userTypeLookupID":68580,"userID":90322,"userTypeID":1017,"type":null,"UserType":{"userTypeID":1017,"type":"Developer/Vendor","main":true,"largeIcon":"DVLarge.png","smallIcon":"DVSmall.png"}}]}}],"User":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]}}},{"collectionItemID":429,"collectionID":159,"postID":24380,"quote":"Difficulty with implementation is typically due to lack of knowledge or a feeling of being overwhelmed rather than lack of will.","Post":{"postID":24380,"title":"Information typically needed to help parents and school personnel get started...","body":"When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed.
1. Feature Matching
2. Explanation of Core Vocabulary vs. Fringe Vocabulary
3. Tour of the communication tool layout
4. Aided Language Stimulation/ Partner Augmented Input / Focused Language Stimulation
5. Least to most prompting
6. Typical Language Development and How it Applies to AAC
When assisting with AAC implementation with family and school teams, opinions can develop quickly.
1. \"He likes/doesn't like the device.\"
2. \"This device is too hard for her.\"
3. \"She is using it well.\"
4. \"He isn't using it.\"
I call these the, \"I feel...\" type statements, representing how people feel the user is or is not doing with the communication tool. The issue with these statements is that these are opinion based responses without a lot of evidence to back them up. Additionally, opinions differ with different perspectives. One person may determine the child is using the communication tool a lot and the another person may say they are not using it at all. Here is where things can go downhill pretty quickly.
My aim during collaboration is to provide a solid data driven approach to decision making. \"I feel...\" types of statements tend to be more of a result of how the adult feels about the communication device rather than how the child using it actually feels. I try to take the, \"I feel...\" types of comments out and move individuals more toward numbers and levels.
To do this, I encourage and train parents and teams on collection of language samples and prompting levels on the communication tool. Then we have more concrete information to work from and make decisions. This turns the above statements into something more like...
1. He learned two new words on his communication tool and now uses those at an independent level.
2. She uses the communication book during snack and at home with her toys.
3. She can navigate pages in her communication device to get to the word.
4. His level of prompting needed for the word, \"go,\" decreased from point prompting to indirect cuing.
5. He can navigate this part of his communication device effectively, but cannot navigate to words in another section of his communication device. We may need to look at the organizational method.
6. We always have to prompt hand over hand for every trial to access the communication tool. Maybe we should look at another method of access or see what can be done to make it more accessible.
From these types of statements, better decisions can be made about whether something is working for the child or not. Better goals can be created and tracked from this information as well.
Moving from, \"I feel...\" types of statements into solid data provides a more shared perspective to move the process forward.
","userID":12086,"timestamp":"2019-04-12T02:56:41.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1302,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]},"User1":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[]}}}],"User":{"userID":12086,"userName":"mike_cole@useyourwordsspeech.com","email":"mike_cole@useyourwordsspeech.com","photo":"/Uploads/photo_12086.JPG","firstName":"","lastName":"","city":"","stateID":null,"bio":"","lastLogin":"2016-05-28T01:17:34.293","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"Monthly","lastEmailSent":"2020-09-12T23:11:29.387","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[],"Posts":[{"postID":8273,"title":"Welcome!","body":"The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3 What successful ways have you found to collaborate?
4. Are there unique situations where some creative
solutions have had to be used that you can share?
5. How has collaboration affected progress of your
clients?
The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3. What successful ways have you found to collaborate?
4. Are there unique situations where some creative solutions have had to be used that you can share?
5. How has collaboration affected progress of your clients?
http://oureverydaylife.com/parental-involvement-ch...
","userID":12086,"timestamp":"2016-06-13T18:15:05.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2003,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5581,"postID":8276,"userID":9043,"timestamp":"2016-06-14T15:14:11.663"}],"PostCollectionItems":[{"collectionItemID":66,"collectionID":54,"postID":8276,"quote":"Research supporting parental involvement in therapy sessions. "}]},{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5582,"postID":8280,"userID":1015,"timestamp":"2016-06-15T18:59:56.713"},{"starID":5584,"postID":8280,"userID":9043,"timestamp":"2016-06-17T15:52:57.327"},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977"}],"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]},{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5583,"postID":8281,"userID":9043,"timestamp":"2016-06-17T15:52:54.203"},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827"}],"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]},{"postID":24379,"title":"Creating collaboration from the start...","body":"When implementing AAC tools with a client, it takes the whole village. As a result, there are a lot of different people who are involved in AAC implementation. With a variety of people comes a variety of experiences or backgrounds:
- Different knowledge bases and approaches (OT, PT, SLP, classroom teacher, psychologist, social worker, parents, paraprofessional, vision specialist, hearing specialist, BCBA or ABA therapists, and administrators and others)
- Different expectations of what AAC actually IS- Differing expectations of what success with AAC looks like
- Different opinions of what AAC tools should be used
- Different expectations due to cultural or social backgrounds
It is important to address these issues for successful implementation, but often, before that, I find the channels of communication need to first be opened. By it's very nature, the school setting and home setting are two different venues and as a result, the two do not often cross paths. There is plenty of opportunity for miscommunication and animosity to build due to this lack of contact and communication. Two key statements I hear that are good indications of breakdown are:
- (From the school perspective) \"The parents are not doing what we ask them at home.\" or, \"We have an AAC device, but the parents don't use it at home.\"
- (From the parent perspective) \"The school is not doing anything.\" or \"We are not even sure what is happening.\"
Often, my first question is, \"Have you e-mailed or called the school?\" or \"Have you e-mailed or called the family?\" The answer is usually, \"well no.\"
From there we can begin to open the lines of communication. Part of my role when implementing AAC is to begin the communication usually with an e-mail or phone call. I communicate to school staff and to families that my role is not to take sides, rather it is to open the lines of communication for more effective collaboration. I operate from the perspective that everyone wants to work for what is in the child's best interest.
There is a reason people go into education and there is a reason parents/caregivers become upset when they feel what is happening is not in the best interest of their child. Everyone's desire is to do what is best for the child. Unfortunately sometimes due to lack of communication, this can get lost.
Opening these lines of communication is an important first step to take to remove any animosity or stigma. I remind those I consult with that success is usually not due to lack of desire, rather it is due to lack of knowledge regarding how to actually implement and make progress with someone using an AAC tool.
Once we open communication, we can focus on what is needed for successful implementation including: knowledge required, goal setting, goal measurement, identifying trouble spots, and so on.
We have the beginning...
","userID":12086,"timestamp":"2019-04-05T19:25:50.087","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6017,"postID":24379,"userID":90526,"timestamp":"2019-04-10T19:36:51.29"},{"starID":6019,"postID":24379,"userID":90322,"timestamp":"2019-05-01T20:17:09.443"}],"PostCollectionItems":[{"collectionItemID":427,"collectionID":54,"postID":24379,"quote":"Poor implementation is typically a result of lack of knowledge rather than lack of will. "},{"collectionItemID":428,"collectionID":159,"postID":24379,"quote":""}]},{"postID":24380,"title":"Information typically needed to help parents and school personnel get started...","body":"When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed.
1. Feature Matching
2. Explanation of Core Vocabulary vs. Fringe Vocabulary
3. Tour of the communication tool layout
4. Aided Language Stimulation/ Partner Augmented Input / Focused Language Stimulation
5. Least to most prompting
6. Typical Language Development and How it Applies to AAC
When assisting with AAC implementation with family and school teams, opinions can develop quickly.
1. \"He likes/doesn't like the device.\"
2. \"This device is too hard for her.\"
3. \"She is using it well.\"
4. \"He isn't using it.\"
I call these the, \"I feel...\" type statements, representing how people feel the user is or is not doing with the communication tool. The issue with these statements is that these are opinion based responses without a lot of evidence to back them up. Additionally, opinions differ with different perspectives. One person may determine the child is using the communication tool a lot and the another person may say they are not using it at all. Here is where things can go downhill pretty quickly.
My aim during collaboration is to provide a solid data driven approach to decision making. \"I feel...\" types of statements tend to be more of a result of how the adult feels about the communication device rather than how the child using it actually feels. I try to take the, \"I feel...\" types of comments out and move individuals more toward numbers and levels.
To do this, I encourage and train parents and teams on collection of language samples and prompting levels on the communication tool. Then we have more concrete information to work from and make decisions. This turns the above statements into something more like...
1. He learned two new words on his communication tool and now uses those at an independent level.
2. She uses the communication book during snack and at home with her toys.
3. She can navigate pages in her communication device to get to the word.
4. His level of prompting needed for the word, \"go,\" decreased from point prompting to indirect cuing.
5. He can navigate this part of his communication device effectively, but cannot navigate to words in another section of his communication device. We may need to look at the organizational method.
6. We always have to prompt hand over hand for every trial to access the communication tool. Maybe we should look at another method of access or see what can be done to make it more accessible.
From these types of statements, better decisions can be made about whether something is working for the child or not. Better goals can be created and tracked from this information as well.
Moving from, \"I feel...\" types of statements into solid data provides a more shared perspective to move the process forward.
","userID":12086,"timestamp":"2019-04-12T02:56:41.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1302,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":430,"collectionID":159,"postID":24381,"quote":"Changing opinion statements to data driven statements leads to better decisions, outcomes, and goals."}]}],"Posts1":[{"postID":8273,"title":"Welcome!","body":"The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3 What successful ways have you found to collaborate?
4. Are there unique situations where some creative
solutions have had to be used that you can share?
5. How has collaboration affected progress of your
clients?
The involvement of parents and caregivers in speech therapy sessions
is one of the larger components of my therapy practice. It is actually part of the intake information
I hand to the families that they review and sign. With any speech language therapy issue from
articulation to language to those with complex communication needs, I have
found involving the families has greatly improved outcomes.
I think this takes on an added layer of importance when
dealing with augmentative and alternative communication. This is because we are utilizing tools that
families and caregivers are at varying levels of acceptance and comfort to use
with their children or loved ones. AAC
is also something that really takes all of those around the individual to
participate to implement successfully.
Without family/caregiver participation, I find what usually happens is
the AAC tools become associated with, “speech time,” and not carried across
during the week.
For families who are transitioning from another speech
therapy setting to begin seeing me or from a school setting, I often ask, “What
has your son or daughter been working on?”
Many times, the answer is, “I don’t know.” Or I ask how the communication tool is being
used with their child and the answer is, “I don’t know.” There are a myriad of factors that can go
into this such whether parents/families being, ready and available emotionally to
participate, the availability of individuals to attend therapy sessions, and the
comfort of clinicians to involve others in the therapy sessions. The nature of the school setting being
separate from the home setting makes participation and collaboration between
the two very difficult.
Including the families/caregivers as partners during the
sessions is a crucial piece to long term success of the clients. However, this can also be a difficult
task. I have had colleagues tell me; “I
can get much more done during a therapy session and be more focused when
working with just the individual.” While
this may be true, the effectiveness of the therapy session tends to stay in
within that session rather than expanding outward.
Including families/caregivers in therapy sessions also opens
us up to some very uncomfortable conversations due to the nature of describing
disabilities, or families/caregivers being at varying levels of acceptance
regarding the needs of their loved one.
This too can make collaboration difficult and many times results in
therapy sessions being more separate.
However, these are some of the most important times to push through and
include those working with the family member.
I look forward to continued discussion this week and hearing
some of the successes, hurdles, anecdotes, and questions related to the
inclusion of and collaboration with families/caregivers of those we serve. This is a great community and hopefully this
will facilitate learning from each other.
I also look forward to responding with my experience and helping you as
much as I can.
Some guiding questions to get us started may be:
1. Do you currently include family members/caregivers in your work with individuals? Why/Why not?
2. What are some hurdles you have found to this?
3. What successful ways have you found to collaborate?
4. Are there unique situations where some creative solutions have had to be used that you can share?
5. How has collaboration affected progress of your clients?
http://oureverydaylife.com/parental-involvement-ch...
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","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5583,"postID":8281,"userID":9043,"timestamp":"2016-06-17T15:52:54.203"},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827"}],"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]},{"postID":24379,"title":"Creating collaboration from the start...","body":"When implementing AAC tools with a client, it takes the whole village. As a result, there are a lot of different people who are involved in AAC implementation. With a variety of people comes a variety of experiences or backgrounds:
- Different knowledge bases and approaches (OT, PT, SLP, classroom teacher, psychologist, social worker, parents, paraprofessional, vision specialist, hearing specialist, BCBA or ABA therapists, and administrators and others)
- Different expectations of what AAC actually IS- Differing expectations of what success with AAC looks like
- Different opinions of what AAC tools should be used
- Different expectations due to cultural or social backgrounds
It is important to address these issues for successful implementation, but often, before that, I find the channels of communication need to first be opened. By it's very nature, the school setting and home setting are two different venues and as a result, the two do not often cross paths. There is plenty of opportunity for miscommunication and animosity to build due to this lack of contact and communication. Two key statements I hear that are good indications of breakdown are:
- (From the school perspective) \"The parents are not doing what we ask them at home.\" or, \"We have an AAC device, but the parents don't use it at home.\"
- (From the parent perspective) \"The school is not doing anything.\" or \"We are not even sure what is happening.\"
Often, my first question is, \"Have you e-mailed or called the school?\" or \"Have you e-mailed or called the family?\" The answer is usually, \"well no.\"
From there we can begin to open the lines of communication. Part of my role when implementing AAC is to begin the communication usually with an e-mail or phone call. I communicate to school staff and to families that my role is not to take sides, rather it is to open the lines of communication for more effective collaboration. I operate from the perspective that everyone wants to work for what is in the child's best interest.
There is a reason people go into education and there is a reason parents/caregivers become upset when they feel what is happening is not in the best interest of their child. Everyone's desire is to do what is best for the child. Unfortunately sometimes due to lack of communication, this can get lost.
Opening these lines of communication is an important first step to take to remove any animosity or stigma. I remind those I consult with that success is usually not due to lack of desire, rather it is due to lack of knowledge regarding how to actually implement and make progress with someone using an AAC tool.
Once we open communication, we can focus on what is needed for successful implementation including: knowledge required, goal setting, goal measurement, identifying trouble spots, and so on.
We have the beginning...
","userID":12086,"timestamp":"2019-04-05T19:25:50.087","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6017,"postID":24379,"userID":90526,"timestamp":"2019-04-10T19:36:51.29"},{"starID":6019,"postID":24379,"userID":90322,"timestamp":"2019-05-01T20:17:09.443"}],"PostCollectionItems":[{"collectionItemID":427,"collectionID":54,"postID":24379,"quote":"Poor implementation is typically a result of lack of knowledge rather than lack of will. "},{"collectionItemID":428,"collectionID":159,"postID":24379,"quote":""}]},{"postID":24380,"title":"Information typically needed to help parents and school personnel get started...","body":"When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed.
1. Feature Matching
2. Explanation of Core Vocabulary vs. Fringe Vocabulary
3. Tour of the communication tool layout
4. Aided Language Stimulation/ Partner Augmented Input / Focused Language Stimulation
5. Least to most prompting
6. Typical Language Development and How it Applies to AAC
When assisting with AAC implementation with family and school teams, opinions can develop quickly.
1. \"He likes/doesn't like the device.\"
2. \"This device is too hard for her.\"
3. \"She is using it well.\"
4. \"He isn't using it.\"
I call these the, \"I feel...\" type statements, representing how people feel the user is or is not doing with the communication tool. The issue with these statements is that these are opinion based responses without a lot of evidence to back them up. Additionally, opinions differ with different perspectives. One person may determine the child is using the communication tool a lot and the another person may say they are not using it at all. Here is where things can go downhill pretty quickly.
My aim during collaboration is to provide a solid data driven approach to decision making. \"I feel...\" types of statements tend to be more of a result of how the adult feels about the communication device rather than how the child using it actually feels. I try to take the, \"I feel...\" types of comments out and move individuals more toward numbers and levels.
To do this, I encourage and train parents and teams on collection of language samples and prompting levels on the communication tool. Then we have more concrete information to work from and make decisions. This turns the above statements into something more like...
1. He learned two new words on his communication tool and now uses those at an independent level.
2. She uses the communication book during snack and at home with her toys.
3. She can navigate pages in her communication device to get to the word.
4. His level of prompting needed for the word, \"go,\" decreased from point prompting to indirect cuing.
5. He can navigate this part of his communication device effectively, but cannot navigate to words in another section of his communication device. We may need to look at the organizational method.
6. We always have to prompt hand over hand for every trial to access the communication tool. Maybe we should look at another method of access or see what can be done to make it more accessible.
From these types of statements, better decisions can be made about whether something is working for the child or not. Better goals can be created and tracked from this information as well.
Moving from, \"I feel...\" types of statements into solid data provides a more shared perspective to move the process forward.
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Recently, I observed a nonverbal student with autism using his PECS book at snack. He asked for “sausage” several times, only to be told that it was not available. He then asked for goldfish crackers, which were also unavailable. As his frustration became apparent, he was shown the two choices available to him: cheese and grapes. The icons for these two food items were then moved to the front of his book and he received grapes after creating an “I want___” sentence strip. After snack was over, he was instructed to put his PECS book on a shelf at the back of the room. When I asked the teacher why he was putting his PECS book away, I was told that it was distracting and only got in the way during classroom activities. I then posed the obvious question; “How does he communicate without his PECS book?” and was distressed by the teacher’s response; “He doesn’t”. And even more distressing, she didn’t seem to think that was a problem! Unfortunately, I witness scenarios like this far too often.
The iPad is one of my favorite devices for students with ASD! It can serve as not only a functional communication system, but also an engaging learning tool. Too often, however, I see it used solely as a reward for good behavior or completion of tasks. The iPad becomes nothing more than a source of entertainment for the student, who uses it to play games or watch movies. Attempts to implement it as an AAC device are met with extreme resistance, and eventually the whole notion is abandoned. Again, this is a scenario I witness far too often.
So if PECS or the iPad aren’t implemented successfully, what other AAC options are available to students with ASD? Of course there are countless alternatives, but in my experience they are seldom considered. I frequently see students with ASD as old as 18 who have no functional means of communication! I am anxious to hear from others of you who serve this population:
I look forward to a lively discussion on this topic!
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I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
Topic expansion is an important area to include in the IEP. Goals for expanding vocabulary are often found in IEPs,; however, in my experience, these are not usually tied to topics but to norms or curricular expectations, and are often quite difficult to measure. When the topic expansion becomes the goal, it is easier to generate specific vocabulary in daily lesson plans, or to represent on AAC devices as \"fringe\" vocabulary. In this item,sample IEP objectives are shared.
PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING TOPIC EXPANSION IN THE STUDENT’S IEP.
Here are some examples of goals for topic/ associated vocabulary goals .
Joey is an emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand variety of topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/
choosing, ( at least 3 times per session for each of the 5 activities,in 3 consecutive sessions per activity)
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects (3 consecutive presentations for each of the 5 activities without specific prompts)
Susan is an intentional, symbolic, context dependent communicator. She uses about 50 words/ signs, just to request or protest, only wants to play with iPad or computer games, but will name pictures and objects, and uses a few to request these favorite activities.
Goal: Expand topics for interaction and communication
Objective 1: Susan will engage in 3 turntaking games at computer with peer or adult partner.
Objective 2: Susan will use iPad to take pictures of peers engaged in hands-on leisure and domestic activities, and will participate in labeling those pictures using imitated recorded speech, then sharing those pictures with partners.
Objective 3: Susan will participate in activities which she has helped to photograph or model.
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
The discussion topic I am submitting for this week is the implementation of Augmentative and Alternative Communication (AAC) tools and strategies in the schools for students with Autism Spectrum Disorders (ASD). In the Autism programs I visit across Northern California, I am seeing a critical lack of communication options available to the students. AAC choices are typically limited to the Picture Exchange Communication System (PECS) or a high-tech device, usually consisting of an iPad with a sophisticated communication app such as Proloquo2Go or TouchChat. I see PECS used primarily for requesting food during snack, and iPad AAC devices used for social communication such as answering questions or sharing personal information. The latter is usually accomplished with maximum prompting (sometimes hand over hand) by an adult.
Recently, I observed a nonverbal student with autism using his PECS book at snack. He asked for “sausage” several times, only to be told that it was not available. He then asked for goldfish crackers, which were also unavailable. As his frustration became apparent, he was shown the two choices available to him: cheese and grapes. The icons for these two food items were then moved to the front of his book and he received grapes after creating an “I want___” sentence strip. After snack was over, he was instructed to put his PECS book on a shelf at the back of the room. When I asked the teacher why he was putting his PECS book away, I was told that it was distracting and only got in the way during classroom activities. I then posed the obvious question; “How does he communicate without his PECS book?” and was distressed by the teacher’s response; “He doesn’t”. And even more distressing, she didn’t seem to think that was a problem! Unfortunately, I witness scenarios like this far too often.
The iPad is one of my favorite devices for students with ASD! It can serve as not only a functional communication system, but also an engaging learning tool. Too often, however, I see it used solely as a reward for good behavior or completion of tasks. The iPad becomes nothing more than a source of entertainment for the student, who uses it to play games or watch movies. Attempts to implement it as an AAC device are met with extreme resistance, and eventually the whole notion is abandoned. Again, this is a scenario I witness far too often.
So if PECS or the iPad aren’t implemented successfully, what other AAC options are available to students with ASD? Of course there are countless alternatives, but in my experience they are seldom considered. I frequently see students with ASD as old as 18 who have no functional means of communication! I am anxious to hear from others of you who serve this population:
I look forward to a lively discussion on this topic!
","userID":9539,"timestamp":"2016-05-29T15:31:13.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9546,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5563,"postID":8250,"userID":9043,"timestamp":"2016-06-01T22:09:17.277"}],"PostCollectionItems":[{"collectionItemID":51,"collectionID":51,"postID":8250,"quote":""}]},{"postID":8251,"title":"AAC Options for Students with Autism","body":"The discussion topic I am submitting for this week is the implementation of AAC tools and strategies in the schools for students with ASD. While visiting ASD programs across Northern California, I am seeing a critical lack of communication options for these students. AAC choices are typically limited to the Picture Exchange Communication System (PECS) or a high-tech device, usually consisting of an iPad with a sophisticated communication app such as Proloquo2Go or TouchChat. I see PECS used primarily for requesting food during snack, and iPad AAC devices used for social communication such as answering questions or sharing personal information. The latter is usually accomplished with prompting (sometimes hand over hand) by an adult.
Recently, I observed a nonverbal student with autism using his PECS book at snack. He asked for “sausage” several times, only to be told that it was not available. He then asked for goldfish crackers, which were also unavailable. As his frustration became apparent, he was shown the two choices available to him: cheese and grapes. The icons for these two food items were then moved to the front of his book and he received grapes after creating an “I want___” sentence strip. After snack was over, he was instructed to put his PECS book on a shelf at the back of the room. When I asked the teacher why he was putting his PECS book away, I was told that it was distracting and only got in the way during classroom activities. I then posed the obvious question; “How does he communicate without his PECS book?” and was distressed by the teacher’s response; “He doesn’t”. And even more distressing, she didn’t seem to think that was a problem! Unfortunately, I witness scenarios like this far too often.
The iPad is one of my favorite devices for students with ASD! It can serve as not only a functional communication system, but also an engaging learning tool. Too often, however, I see it used solely as a reward for good behavior or completion of tasks. The iPad becomes nothing more than a source of entertainment for the student, who uses it to play games or watch movies. Attempts to implement it as an AAC device are met with extreme resistance, and eventually the whole notion is abandoned. Again, this is a scenario I witness far too often.
So if PECS or the iPad aren’t implemented successfully, what other AAC options are available to students with ASD? Of course there are countless alternatives, but in my experience they are seldom considered. I frequently see students with ASD as old as 18 who have no functional means of communication! I am anxious to hear from others of you who serve this population:
I look forward to a lively discussion on this topic!
","userID":9539,"timestamp":"2016-05-29T04:34:28.097","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}],"Posts1":[{"postID":8250,"title":"AAC Options for Students with Autism","body":"The discussion topic I am submitting for this week is the implementation of Augmentative and Alternative Communication (AAC) tools and strategies in the schools for students with Autism Spectrum Disorders (ASD). In the Autism programs I visit across Northern California, I am seeing a critical lack of communication options available to the students. AAC choices are typically limited to the Picture Exchange Communication System (PECS) or a high-tech device, usually consisting of an iPad with a sophisticated communication app such as Proloquo2Go or TouchChat. I see PECS used primarily for requesting food during snack, and iPad AAC devices used for social communication such as answering questions or sharing personal information. The latter is usually accomplished with maximum prompting (sometimes hand over hand) by an adult.
Recently, I observed a nonverbal student with autism using his PECS book at snack. He asked for “sausage” several times, only to be told that it was not available. He then asked for goldfish crackers, which were also unavailable. As his frustration became apparent, he was shown the two choices available to him: cheese and grapes. The icons for these two food items were then moved to the front of his book and he received grapes after creating an “I want___” sentence strip. After snack was over, he was instructed to put his PECS book on a shelf at the back of the room. When I asked the teacher why he was putting his PECS book away, I was told that it was distracting and only got in the way during classroom activities. I then posed the obvious question; “How does he communicate without his PECS book?” and was distressed by the teacher’s response; “He doesn’t”. And even more distressing, she didn’t seem to think that was a problem! Unfortunately, I witness scenarios like this far too often.
The iPad is one of my favorite devices for students with ASD! It can serve as not only a functional communication system, but also an engaging learning tool. Too often, however, I see it used solely as a reward for good behavior or completion of tasks. The iPad becomes nothing more than a source of entertainment for the student, who uses it to play games or watch movies. Attempts to implement it as an AAC device are met with extreme resistance, and eventually the whole notion is abandoned. Again, this is a scenario I witness far too often.
So if PECS or the iPad aren’t implemented successfully, what other AAC options are available to students with ASD? Of course there are countless alternatives, but in my experience they are seldom considered. I frequently see students with ASD as old as 18 who have no functional means of communication! I am anxious to hear from others of you who serve this population:
I look forward to a lively discussion on this topic!
","userID":9539,"timestamp":"2016-05-29T15:31:13.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9546,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5563,"postID":8250,"userID":9043,"timestamp":"2016-06-01T22:09:17.277"}],"PostCollectionItems":[{"collectionItemID":51,"collectionID":51,"postID":8250,"quote":""}]},{"postID":8251,"title":"AAC Options for Students with Autism","body":"The discussion topic I am submitting for this week is the implementation of AAC tools and strategies in the schools for students with ASD. While visiting ASD programs across Northern California, I am seeing a critical lack of communication options for these students. AAC choices are typically limited to the Picture Exchange Communication System (PECS) or a high-tech device, usually consisting of an iPad with a sophisticated communication app such as Proloquo2Go or TouchChat. I see PECS used primarily for requesting food during snack, and iPad AAC devices used for social communication such as answering questions or sharing personal information. The latter is usually accomplished with prompting (sometimes hand over hand) by an adult.
Recently, I observed a nonverbal student with autism using his PECS book at snack. He asked for “sausage” several times, only to be told that it was not available. He then asked for goldfish crackers, which were also unavailable. As his frustration became apparent, he was shown the two choices available to him: cheese and grapes. The icons for these two food items were then moved to the front of his book and he received grapes after creating an “I want___” sentence strip. After snack was over, he was instructed to put his PECS book on a shelf at the back of the room. When I asked the teacher why he was putting his PECS book away, I was told that it was distracting and only got in the way during classroom activities. I then posed the obvious question; “How does he communicate without his PECS book?” and was distressed by the teacher’s response; “He doesn’t”. And even more distressing, she didn’t seem to think that was a problem! Unfortunately, I witness scenarios like this far too often.
The iPad is one of my favorite devices for students with ASD! It can serve as not only a functional communication system, but also an engaging learning tool. Too often, however, I see it used solely as a reward for good behavior or completion of tasks. The iPad becomes nothing more than a source of entertainment for the student, who uses it to play games or watch movies. Attempts to implement it as an AAC device are met with extreme resistance, and eventually the whole notion is abandoned. Again, this is a scenario I witness far too often.
So if PECS or the iPad aren’t implemented successfully, what other AAC options are available to students with ASD? Of course there are countless alternatives, but in my experience they are seldom considered. I frequently see students with ASD as old as 18 who have no functional means of communication! I am anxious to hear from others of you who serve this population:
I look forward to a lively discussion on this topic!
","userID":9539,"timestamp":"2016-05-29T04:34:28.097","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}]}},{"collectionID":123,"name":"Emergent Writing","description":"I am excited to lead a discussion about a favorite topic of mine, emergent writing and students with complex instructional needs (CIN)! Emergent writing is a process through which children use forms such as scribbling and mock letters to help lay the foundation for the development of more conventional writing. Through this process they learn that their “marks have meaning.” Emergent writing usually follows along a developmental continuum that is “quasi-linear” in nature. That is, it develops in a typical order but children might use a certain type of form one day and not use it the next. For children who are typically developing, emergent writing has been shown to be closely intertwined with the development of other important skills such as reading and oral language. Through emergent writing experiences, children have an opportunity to learn to attend and think about print in a constructive and creative manner. \n\nUnfortunately, children with CIN may not have the same types of opportunities to engage in emergent writing as children who are typically developing. For example, skills such as copying and tracing may be emphasized rather than the use of more creative means of early written expression that are important for the development of these skills. Additionally, children with CIN often have severe physical and communication impairments that make it so they cannot engage with print the same way as children who are typically developing. For example, it is possible that a child with CIN cannot grasp a traditional pencil or have the fine motor ability necessary to compose letters.\n\nI hope to use this collection as an opportunity to ask the community what types of activities and means they have used to get their students writing. It would be amazing if we could use this space to help compile resources such as website and blog links and descriptions of activities!\n","dateCreated":"2017-08-13T20:57:03.12","bio":"My name is Eric Sanders and I am an assistant professor in the School of Communication Sciences and Disorders at Pacific University. I have worked as a speech-language pathologist for the past fifteen years. Prior to that I taught middle school English. As a speech-language pathologist I worked for many years in the Miami-Dade County Public School System and for a private practice. My clinical speciality is working with children who have complex communication needs. I completed my PhD at the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. As a part of my doctoral studies I had the opportunity to participate in a variety of research studies designed to study and increase the language and literacy skills of individuals with significant disabilities. Since arriving at Pacific University I have continued to research issues related to language and literacy. I teach classes in augmentative and alternative communication, autism, early intervention, school-age language and literacy, and speech and language development. I am thrilled to be a part of the Communication Matrix community and am excited to have conversations with the community about literacy for individuals with complex communication needs!\n","published":true,"userID":11314,"PostCollectionItems":[{"collectionItemID":273,"collectionID":123,"postID":10810,"quote":"I hope to use this collection to compile resources and activities from the community matrix community related to emergent writing for students with complex instructional needs! I'll start with this Alternative Pencils post! ","Post":{"postID":10810,"title":"First emergent writing post - Alternative Pencils!","body":"I am hoping that community members could share resources or activities they have used for their students to begin emergent writing. I’ll begin by sharing a link to a tutorial of how to use “alternative pencils” created by the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. https://www.med.unc.edu/ahs/cl... . These tools are a phenomenal way for students to have access to the alphabet to create written text if they cannot use a traditional pencil or keyboard. Have you had any experiences with alternative pencils that you’d like to share? What were the types of activities you used when using these types of tools?
Also, if you would like to post anything about other resources or activities related to emergent writing, go ahead!
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Additionally, emergent writing is an emergent literacy skill and all of these skills should be worked on at the same time!","Post":{"postID":4283,"title":"Communication, Literacy & Angelman Syndrome","body":"Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. 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You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. 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Literacy is often thought of as reading a book. However, literacy is so much more as we have been discussing all month. There is a significant amount of research that demonstrates that writing is as important as reading to develop literacy skills. For students with significant and complex learning needs, writing is not only possible, it is important to maximize literacy and communication development. However, what if the student can't hold a pencil or even know what a pencil is for?
There are alternative pencil options available for all kinds of communication and literacy experiences. If you would like more information about different methods to develop writing skills please see:
http://literacy.nationaldb.org/index.php/writing/
https://www.med.unc.edu/ahs/clds/products/available-for-purchase
https://sites.google.com/site/thejoyofoccupationaltherapy/
Hi! I just wanted to post this amazing video that was part of the DLM professional development for emergent writing. It goes over what emergent writing is and different ways to work on it!
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During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. Most of the insights shared here will be those which have emerged from my direct interactions with the children I have taught. \n\n","lastLogin":"2016-04-12T07:29:21.45","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"kitsap Children's Speech Therapy","organization2":"Olympic Education Service District","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:02:34.907","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5990,"postID":17527,"userID":3161,"timestamp":"2018-07-21T05:10:59.32"}],"UserTypeLookups":[{"userTypeLookupID":9100,"userID":3161,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":3161,"userName":"Linda Hagood","email":"hagood.linda@gmail.com","photo":"/Uploads/photo_3161.jpeg","firstName":"Linda","lastName":"Hagood","city":"Silverdale","stateID":"WA","bio":"I have worked for 30 years as a speech language pathologist with children who have social communication challenges. During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. Most of the insights shared here will be those which have emerged from my direct interactions with the children I have taught. \n\n","lastLogin":"2016-04-12T07:29:21.45","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"kitsap Children's Speech Therapy","organization2":"Olympic Education Service District","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:02:34.907","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5990,"postID":17527,"userID":3161,"timestamp":"2018-07-21T05:10:59.32"}],"UserTypeLookups":[{"userTypeLookupID":9100,"userID":3161,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":11314,"userName":"eric_sanders@pacificu.edu","email":"eric_sanders@pacificu.edu","photo":"/Uploads/photo_11314.jpg","firstName":"Eric","lastName":"Sanders","city":"","stateID":null,"bio":"","lastLogin":"2016-05-16T13:23:22.79","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:06:07.313","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":false,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":9380,"userID":11314,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}},{"userTypeLookupID":9381,"userID":11314,"userTypeID":1006,"type":null,"UserType":{"userTypeID":1006,"type":"Researcher","main":true,"largeIcon":"RLarge.png","smallIcon":"RSmall.png"}}],"Posts":[{"postID":8238,"title":"Post #1 - Emergent Literacy Skills Through Interactive Shared Reading ","body":"I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
In my previous post I spoke about using interactive shared reading to address different skills related to emergent literacy. In this post, I am curious about how some of these emergent literacy abilities are being addressed for children with communication needs outside of this context. For the purposes of this discussion, I would like to focus more on some of the written language abilities as opposed to oral language abilities. However, I am curious about what the community is doing to address metalinguistic abilities that are tied to emergent literacy such as phonological/phonemic awareness.
I’ll begin the discussion by speaking about something that I have seen used with younger children who use AAC to address alphabetic knowledge. One of the tried-and-true activities has been to go on a letter hunt around the child’s classroom or school to look for different objects or words that begin with a particular letter. For example, if you were working on the letter “b” you might search around the school for things that begin with that letter or words that are posted around the school that begin with that letter. Another common way to address this skill in children with complex communication needs is to construct alphabet books that are centered around a particular letter.
What sorts of activities are you engaging in to address skills such as alphabet knowledge, phonological/phonemic awareness, and concepts about print?
I am hoping that community members could share resources or activities they have used for their students to begin emergent writing. I’ll begin by sharing a link to a tutorial of how to use “alternative pencils” created by the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. https://www.med.unc.edu/ahs/cl... . These tools are a phenomenal way for students to have access to the alphabet to create written text if they cannot use a traditional pencil or keyboard. Have you had any experiences with alternative pencils that you’d like to share? What were the types of activities you used when using these types of tools?
Also, if you would like to post anything about other resources or activities related to emergent writing, go ahead!
","userID":11314,"timestamp":"2017-08-13T21:02:10.653","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":273,"collectionID":123,"postID":10810,"quote":"I hope to use this collection to compile resources and activities from the community matrix community related to emergent writing for students with complex instructional needs! I'll start with this Alternative Pencils post! "}]},{"postID":10818,"title":"Resource from the Dynamic Learning Maps Professional Development on Emergent Writing","body":"Hi! I just wanted to post this amazing video that was part of the DLM professional development for emergent writing. It goes over what emergent writing is and different ways to work on it!
","userID":11314,"timestamp":"2017-08-17T15:58:25.68","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1946,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":276,"collectionID":123,"postID":10818,"quote":"Great tutorial about emergent writing!"}]}],"Posts1":[{"postID":8238,"title":"Post #1 - Emergent Literacy Skills Through Interactive Shared Reading ","body":"I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
In my previous post I spoke about using interactive shared reading to address different skills related to emergent literacy. In this post, I am curious about how some of these emergent literacy abilities are being addressed for children with communication needs outside of this context. For the purposes of this discussion, I would like to focus more on some of the written language abilities as opposed to oral language abilities. However, I am curious about what the community is doing to address metalinguistic abilities that are tied to emergent literacy such as phonological/phonemic awareness.
I’ll begin the discussion by speaking about something that I have seen used with younger children who use AAC to address alphabetic knowledge. One of the tried-and-true activities has been to go on a letter hunt around the child’s classroom or school to look for different objects or words that begin with a particular letter. For example, if you were working on the letter “b” you might search around the school for things that begin with that letter or words that are posted around the school that begin with that letter. Another common way to address this skill in children with complex communication needs is to construct alphabet books that are centered around a particular letter.
What sorts of activities are you engaging in to address skills such as alphabet knowledge, phonological/phonemic awareness, and concepts about print?
I am hoping that community members could share resources or activities they have used for their students to begin emergent writing. I’ll begin by sharing a link to a tutorial of how to use “alternative pencils” created by the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. https://www.med.unc.edu/ahs/cl... . These tools are a phenomenal way for students to have access to the alphabet to create written text if they cannot use a traditional pencil or keyboard. Have you had any experiences with alternative pencils that you’d like to share? What were the types of activities you used when using these types of tools?
Also, if you would like to post anything about other resources or activities related to emergent writing, go ahead!
","userID":11314,"timestamp":"2017-08-13T21:02:10.653","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1542,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":273,"collectionID":123,"postID":10810,"quote":"I hope to use this collection to compile resources and activities from the community matrix community related to emergent writing for students with complex instructional needs! I'll start with this Alternative Pencils post! "}]},{"postID":10818,"title":"Resource from the Dynamic Learning Maps Professional Development on Emergent Writing","body":"Hi! I just wanted to post this amazing video that was part of the DLM professional development for emergent writing. It goes over what emergent writing is and different ways to work on it!
","userID":11314,"timestamp":"2017-08-17T15:58:25.68","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1946,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":276,"collectionID":123,"postID":10818,"quote":"Great tutorial about emergent writing!"}]}]}},{"collectionID":147,"name":"Supporting Social Interaction, Language/Literacy, & Self Regulation with Yoga","description":"This collection includes posts describing how to use principles of yoga (including asanas, mantras and meditations) to target social interaction, language/literacy, and self regulation skills in children with complex communication needs. ","dateCreated":"2018-06-26T18:11:50.343","bio":null,"published":true,"userID":3161,"PostCollectionItems":[{"collectionItemID":380,"collectionID":147,"postID":17522,"quote":"In this post, I discuss how to connect yoga with academic learning content and to adapt yoga for students with movement challenges and complex communication needs.","Post":{"postID":17522,"title":"Using Yoga to Support Social Interaction, Language, Literacy, & Self Regulation","body":"Yoga is rich in teaching opportunities, and can be used to support learning in a wide variety of skill areas-- improving movement patterns and spatial concepts, social interactions, emotional regulation, and language and literacy skills. It is a perfect activity for collaboration between professionals—occupational and physical therapists, orientation and mobility specialists, teachers of the visually impaired, and speech language pathologists may all find opportunities to embed skills from their specialization areas into the yoga routine. The diagram attached at the end of this post shows specific communication and language skills that can be addressed through yoga.
\nAs I have worked as a speech language pathologist to adapt yoga programs for students with visual impairment, I have found that this is truly a collaborative model--it is important to build a strong movement foundation through input from movement specialists such as Occupational and Physical Therapists, and Orientation and Mobility Specialists. Teachers and Speech language pathologists often provide valuable input in developing yoga stories, helping to set up tactile or visual supports/ schedules, and teaching new vocabulary. We all work together to support the process oriented skills needed for any student who is approaching literacy learning. Most of all, the yoga activities provide one context in our busy days in which we can all connect, share an experience and center ourselves for the challenging work we do every day.
Connecting Yoga with Academic Learning
Yoga provides an excellent context for teaching important process oriented skills necessary for any student who is approaching literacy learning:
Connecting with others—the writer and the reader must connect in order for reading or writing to have shared meaning. Yoga is a good place to practice this connection and build perspective-taking, and yoga stories are one way to tie it more closely to the reading and writing instruction in the classroom.
Creativity/symbolic thinking—Especially when reading or writing fiction, students must be able to use their imaginations to assume other identities, imagine what might be instead of being tied to the concrete world of the here-and-now.
Emotional regulation—Recent research on social emotional learning and mindfulness supports the need for students to learn to maintain cognitive and emotional focus as a foundation for all other learning. Typically developing children often learn this through play, and yoga and pretend stories might be a play-based way for older children to approach self regulation as well. Stories, mantras, and meditations that involve the feelings of other characters, controlling one’s own body to move fast and slow and one’s voice to be quiet and loud, will help the child with a visual impairment to practice emotional regulation outside the demands of the everyday social world.
Adapting yoga for students with movement challenges and complex communication needs.
I have found that physical and occupational therapists, as well as adaptive P.E. teachers, are delighted to work with me on adapting the positions in yoga to the capabilities and needs of students with movement limitations. Whenever possible, it is important to perform the yoga activities on the floor, or at least out of the wheelchair. The act of moving and preparing is part of the anticipation that is used to build meaning for this activity. It is also important to use the same mat or cushioned supports to sit on during the yoga activity.
Music is an important component to help build meaning and connection for the students in the yoga activities. I have loved working with the Kundalini program by Shakta Khalsa, who has several music CDs available on her website childrensyoga.com. Her voice is lovely, and the songs are the kind that build joy and stay with you for the rest of the day. Kundalini offers the special benefit for our students with movement challenges, as it is built on a foundation of sound, mantras, and movement repetition, rather than focusing on standing poses and accuracy in achieving the asanas. Links to the tracks from two of her CDs are provided at the end of this blog post. I highly encourage anyone who is interested in her work to try to get training directly from Shakta Khalsa--it was life changing for me, and the music alone does not convey the true content of her program.
Shakta Khalsa, tracks from \"Happy\" and \"Cozy\" CDs
A predictable routine is very important for all of us, but especially for the student who has complex movement and communication needs. I usually begin and end the session with identical activities--beginning with breathing and a warm-up mantra (\"Ommmmm\" or \"ong namo guru dev namo\"), then we move into a few active mantras or poses, focusing on themes of connecting with others, emotional regulation, and symbolic thinking described above. I always end with the same song, \"May the Long time Sun Shine Upon You,\" a classic Kundalini ending, with a \"Sat nam\" to close. When beginning with a new student or group, you may try the beginning, only one active song, and then the ending.
Prompting and supporting the student physically, with care and respect, is important. I always find it helpful to \"practice\" the activity before I turn on the music and we \"do\" the activity. In practice, we are previewing the movements that will be used in the activity itself. Use hand UNDER hand guidance to model the hand positions for the songs and movements. For whole body position, I encourage the child who is visually impaired to tactually \"look\" at my modeling by touching me, and work on matching their position to mine. It is important to assess your own comfort level here--I've found it helpful because many of our older kids did not have enough opportunity to explore their mom's face and body when it was \"acceptable\" as a younger child, and they are often quite puzzled when verbally instructed to \"put your hands over your head\" or \"lie on your tummy.\" Pacing is also important--you might need to use slower sequences of movements for students with visual and motor challenges. The \"Cozy\" CD uses slower movements, and I sometimes start with this. Again, this is an important time to consult with the physical and occupational therapists, as well as orientation and mobility specialists.
Use object, picture or tactile symbols to provide students with information about the sequence of activities to be performed, and to support literacy and communication development. To use object symbols, think carefully about building objects into the routine--perhaps a yoga mat for the whole activity, then maybe a chime to signal the breathing activity, activity-specific hats or bracelets for the student to wear for some of the movement activities, drums or a kazoo for specific songs, a blanket for the resting period at the end. When the students have had practice with all activities, I sometimes use the symbols as a way to give them choice and to enable them to direct the activity. The symbols can be mounted on speech generating devices if the student is using those. The picture at the bottom of this post shows an example of a tactile symbol strip used to support a student in the yoga routine who is blind at the emerging literacy level.
I will add two more posts to this collection to share the ways I've used children's yoga to support language, literacy, social connection and self-regulation. I would love for any of you to share your experiences in using this wonderful activity to support learning in your students with complex communication needs!
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Maloney, Kassandra. Yoga for children with visual and multiple impairments: Fun movements inspired by yoga. TSBVI: Austin, Texas
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
One application of yoga which I have especially enjoyed as a speech language pathologist is in the area of narrative language. Students who are visually impaired have worked together to build a variety of imaginative and meditative stories and mantras which are inspired by the movements, “characters” and sounds of the yoga activities we do together.
Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:45:30.403","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1152,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5977,"postID":17525,"userID":3203,"timestamp":"2018-06-27T17:50:06.323","User":{"userID":3203,"userName":"KristiA","email":"atkinskr@ohsu.edu","photo":null,"firstName":"Kristi ","lastName":"Atkins","city":"Portland","stateID":"OR","bio":"I am a speech-language pathologist and associate professor at Oregon Health & Science University. ","lastLogin":"2015-03-09T11:22:06.643","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Child Development and Rehabilitation Center","organization2":"Oregon Health and Science University","staff":false,"emailer":"never","lastEmailSent":"2016-06-13T23:02:00.883","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":171293,"userID":3203,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}],"User":{"userID":3161,"userName":"Linda Hagood","email":"hagood.linda@gmail.com","photo":"/Uploads/photo_3161.jpeg","firstName":"Linda","lastName":"Hagood","city":"Silverdale","stateID":"WA","bio":"I have worked for 30 years as a speech language pathologist with children who have social communication challenges. During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. Most of the insights shared here will be those which have emerged from my direct interactions with the children I have taught. \n\n","lastLogin":"2016-04-12T07:29:21.45","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"kitsap Children's Speech Therapy","organization2":"Olympic Education Service District","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:02:34.907","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5990,"postID":17527,"userID":3161,"timestamp":"2018-07-21T05:10:59.32"}],"UserTypeLookups":[{"userTypeLookupID":9100,"userID":3161,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]},"User1":{"userID":3161,"userName":"Linda Hagood","email":"hagood.linda@gmail.com","photo":"/Uploads/photo_3161.jpeg","firstName":"Linda","lastName":"Hagood","city":"Silverdale","stateID":"WA","bio":"I have worked for 30 years as a speech language pathologist with children who have social communication challenges. During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. Most of the insights shared here will be those which have emerged from my direct interactions with the children I have taught. \n\n","lastLogin":"2016-04-12T07:29:21.45","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"kitsap Children's Speech Therapy","organization2":"Olympic Education Service District","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:02:34.907","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5990,"postID":17527,"userID":3161,"timestamp":"2018-07-21T05:10:59.32"}],"UserTypeLookups":[{"userTypeLookupID":9100,"userID":3161,"userTypeID":1,"type":null,"UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}]}}}],"User":{"userID":3161,"userName":"Linda Hagood","email":"hagood.linda@gmail.com","photo":"/Uploads/photo_3161.jpeg","firstName":"Linda","lastName":"Hagood","city":"Silverdale","stateID":"WA","bio":"I have worked for 30 years as a speech language pathologist with children who have social communication challenges. During this time, I have developed special passions and skills in working with children who have autism, as well as those who have visual and multiple impairments including deafblindness. My interest in these nonconventional communicators began at Texas School for the Blind and Visually Impaired, where I started as a houseparent working with a fascinating and challenging group of children with deafblindness born during the 1960s Rubella epidemic. There, we utilized programming developed by VanDijk to actually teach kids how to be symbolic and intentional communicators. Later, when I received more training as a teacher and an SLP, I was introduced to the Communication Matrix , developed by Charity Rowland, and found it to be a valuable tool for objectively and systematically looking at presymbolic and early symbolic communication. The instrument was so helpful because it showed progress over time in kids whose growth would not register on conventional standardized tests. I was fortunate to be supported by TSBVI to develop two curriculum guides, one focused on deafblind and early symbolic communicators (Communication: A Guide for Teachers of Students With Visual and Multiple Impairments, 1997), and later a guide developed for a broader range of children who have dual diagnosis of visual impairment and autism (Better Together: Building Relationships with People who Have Visual Impairment and Autism –or Atypical Social Development, 2008). I have worked in many different settings, including public schools, hospitals and private clinics, and have found that my foundation in relationship-based programming with the special group of deafblind children has given me a valuable perspective in teaching so many others—the ever-expanding population of children with autism, those with brain-based visual impairments, children with multiple disabilities, and even children with more “conventional” learning disabilities. I currently enjoy sharing what I have learned from these interesting kids with others—through workshop presentations, direct therapy experiences, and teaching an online course through Perkins School for the Blind. \nI will build my Collection on the excellent previous collection on the PLAI program by Jennifer Hayes, focusing on strategies to help us build conversations with kids who have emerging communication skills. Most of the insights shared here will be those which have emerged from my direct interactions with the children I have taught. \n\n","lastLogin":"2016-04-12T07:29:21.45","admin":false,"website":"","noShowEmail":false,"twitter":"","facebook":"","charter":false,"organization1":"kitsap Children's Speech Therapy","organization2":"Olympic Education Service District","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:02:34.907","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":5990,"postID":17527,"userID":3161,"timestamp":"2018-07-21T05:10:59.32","Post":{"postID":17527,"title":"Addressing Narrative Language & Literacy Goals in Yoga Activities","body":"One application of yoga which I have especially enjoyed as a speech language pathologist is in the area of narrative language. Students who are visually impaired have worked together to build a variety of imaginative and meditative stories and mantras which are inspired by the movements, “characters” and sounds of the yoga activities we do together.
Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
I want to share this post in the hopes of receiving feedback and facilitating conversation about the issue of tactile symbol standardization. any experiences or input you might have on this topic would be appreciated. It would be easiest for me to locate and respond to your thoughts if they are posted on the pathstoliteracy.org site, but I will also check here.
Linda Hagood
pathstoliteracy.org/blog/question-symbol-standardization-invitation-discussion
I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
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","userID":3161,"timestamp":"2016-04-11T09:57:30.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5507,"postID":8122,"userID":8827,"timestamp":"2016-04-16T16:28:04.28"}],"PostCollectionItems":[{"collectionItemID":28,"collectionID":23,"postID":8122,"quote":"Here's an introduction to this collection of posts by and for families."}]},{"postID":8220,"title":"Making Topic Expansion a Priority in the IEP","body":"Topic expansion is an important area to include in the IEP. In this item, sample IEP objectives are demonstrated. PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING
TOPIC EXPANSION IN THE STUDENT’S IEP.
IEP Ideas:
Topic expansion goals should often be included in the IEP. Here are some examples of goals for topic/ associated vocabulary goals.
Joey—emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/choosing.
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects.
","userID":3161,"timestamp":"2016-05-16T23:15:41.4","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8223,"title":"Introduction- The Importance of Topics for Students with Complex Communication Needs","body":"Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation—
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” Below are some examples of topics for communication and associated context specific (“fringe”) vocabulary.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described.
In the previous post, we discussed the importance of expanding topics for communication. In this session, we will begin to discuss strategies for addressing topic-expansion goals and objectives.
PLEASE SHARE ANY INVENTORIES OR ASSESSMENT INSTRUMENTS WHICH YOU FIND
Some strategies for expanding topics for interaction and communication in students with emerging or context-dependent communication:
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes.
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home). (https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf)
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following featureConsistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
Structured to build opportunities for communication through sabotage, planned surprises/ changes.
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
This started as an isolating activity, which Joey used to calm himself, and the teacher has gradually turned it into a more interactive experience, a topic for communication. She and Joey have added hand and body movements to the routine. Jeffrey really loves the black and white “whale gloves” which one of the partners wear when they’re doing the Beluga Dance., and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player to play an accompanying beat to the music. She and Joey often exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Other fish topics
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this post, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling. PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners (peers, parents, siblings, other teachers, different paraeducators) to the activity.
· Playgroups. With appropriate instruction and coaching, peers can be motivating communication partners for students with complex communication needs. They oftennotice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg. In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “noviceplayer.” Wolfberg’s website provides a lot of information and references for those who would like to use this model.http://www.autisminstitute.com/ipgmodel.html
· Video modeling. This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
Step #5. Add interests/ activities of communication partners to the topic inventories.
· Observe peers or siblings at play and in lunchroom. What are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activitiesor people on phones, listening to music.
· Teachers and therapists. Your “likes” count too! Think about what YOU like to do and find a way to include it in the classroom schedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
· Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this collection, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling.
PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners to the activity (peers, parents,siblings, other teachers, different paraeducators) to the activity
Playgroups. With appropriate instruction and coaching, peers can be motivating communication
partners for students with complex communication needs. They often notice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg (2003). In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “novice player.” Wolfberg’s website provides a lot of information and references for those who would like to use this model. http://www.autisminstitute.com/ipgmodel.html
Wolfberg, P.J. (2003) Peer play and the autism spectrum: The art of guiding children’s socialization and
imagination (Integrated Play Groups Field Manual) Shawnee, KS: Autism Asperger Publishing
Company
Video Modeling.This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
See the following link and reference for detailed instructions on producing videotapes to model social communication skills. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.u...
LaCava, P. (2008). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH:OCALI.
Step #5. Add interests/ activities of communication partners to the topic inventories.
Observe peers or siblings at play and in the lunchroom—what are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activities or people on phones, listening to music.
Teachers and therapists—your “likes” count too! Think about what YOU like to do and find a way to include it in the classroomschedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Topic expansion is an important area to include in the IEP. Goals for expanding vocabulary are often found in IEPs,; however, in my experience, these are not usually tied to topics but to norms or curricular expectations, and are often quite difficult to measure. When the topic expansion becomes the goal, it is easier to generate specific vocabulary in daily lesson plans, or to represent on AAC devices as \"fringe\" vocabulary. In this item,sample IEP objectives are shared.
PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING TOPIC EXPANSION IN THE STUDENT’S IEP.
Here are some examples of goals for topic/ associated vocabulary goals .
Joey is an emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand variety of topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/
choosing, ( at least 3 times per session for each of the 5 activities,in 3 consecutive sessions per activity)
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects (3 consecutive presentations for each of the 5 activities without specific prompts)
Susan is an intentional, symbolic, context dependent communicator. She uses about 50 words/ signs, just to request or protest, only wants to play with iPad or computer games, but will name pictures and objects, and uses a few to request these favorite activities.
Goal: Expand topics for interaction and communication
Objective 1: Susan will engage in 3 turntaking games at computer with peer or adult partner.
Objective 2: Susan will use iPad to take pictures of peers engaged in hands-on leisure and domestic activities, and will participate in labeling those pictures using imitated recorded speech, then sharing those pictures with partners.
Objective 3: Susan will participate in activities which she has helped to photograph or model.
I'm interested in joining this conversation, but am having a very hard time getting this posted (you may be seeing several versions of this post, as I am repeatedly attempting to \"publish\" this post and can't quite figure out how to add it to the Emergent Literacy collection. I want to share some ideas for play-based narrative writing--more focused on teaching the social communication and narrative language than the use of \"alternative pencils\" or the mechanics of writing or prelinguistic phonological skills that have been described in Sturm's work and the other posts in this collection. In this intervention, developed for students with autism and visual impairment who have at least single word symbolic communication skills, writing is the context not the goal. Initially the adult facilitator does all of the writing, and the students working in dyads or small groups work on blending their ideas to create fictional narratives. Please give me feedback on the slides below which show the parallels between writing and play. This is a topic that is near and dear to me, as the topic of my doctoral research.
","userID":3161,"timestamp":"2017-08-19T23:50:20.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1192,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5872,"postID":10828,"userID":8731,"timestamp":"2017-08-22T03:12:41.23"}],"PostCollectionItems":[{"collectionItemID":277,"collectionID":123,"postID":10828,"quote":"Linda Hagood shared this very interesting post about using writing as a context for working on early developmental skills like play. This is a really interesting idea that uses the act of co-creation that happens when adults and children write together as an opportunity to address these skills. In some of my work on emergent writing with children who have CIN, a school-based SLP and I have also seen writing as a really important context that can be used to address all sorts of speech-language goals. I haven't thought about it in terms of the development of play skills before! "}]},{"postID":17522,"title":"Using Yoga to Support Social Interaction, Language, Literacy, & Self Regulation","body":"Yoga is rich in teaching opportunities, and can be used to support learning in a wide variety of skill areas-- improving movement patterns and spatial concepts, social interactions, emotional regulation, and language and literacy skills. It is a perfect activity for collaboration between professionals—occupational and physical therapists, orientation and mobility specialists, teachers of the visually impaired, and speech language pathologists may all find opportunities to embed skills from their specialization areas into the yoga routine. The diagram attached at the end of this post shows specific communication and language skills that can be addressed through yoga.
\nAs I have worked as a speech language pathologist to adapt yoga programs for students with visual impairment, I have found that this is truly a collaborative model--it is important to build a strong movement foundation through input from movement specialists such as Occupational and Physical Therapists, and Orientation and Mobility Specialists. Teachers and Speech language pathologists often provide valuable input in developing yoga stories, helping to set up tactile or visual supports/ schedules, and teaching new vocabulary. We all work together to support the process oriented skills needed for any student who is approaching literacy learning. Most of all, the yoga activities provide one context in our busy days in which we can all connect, share an experience and center ourselves for the challenging work we do every day.
Connecting Yoga with Academic Learning
Yoga provides an excellent context for teaching important process oriented skills necessary for any student who is approaching literacy learning:
Connecting with others—the writer and the reader must connect in order for reading or writing to have shared meaning. Yoga is a good place to practice this connection and build perspective-taking, and yoga stories are one way to tie it more closely to the reading and writing instruction in the classroom.
Creativity/symbolic thinking—Especially when reading or writing fiction, students must be able to use their imaginations to assume other identities, imagine what might be instead of being tied to the concrete world of the here-and-now.
Emotional regulation—Recent research on social emotional learning and mindfulness supports the need for students to learn to maintain cognitive and emotional focus as a foundation for all other learning. Typically developing children often learn this through play, and yoga and pretend stories might be a play-based way for older children to approach self regulation as well. Stories, mantras, and meditations that involve the feelings of other characters, controlling one’s own body to move fast and slow and one’s voice to be quiet and loud, will help the child with a visual impairment to practice emotional regulation outside the demands of the everyday social world.
Adapting yoga for students with movement challenges and complex communication needs.
I have found that physical and occupational therapists, as well as adaptive P.E. teachers, are delighted to work with me on adapting the positions in yoga to the capabilities and needs of students with movement limitations. Whenever possible, it is important to perform the yoga activities on the floor, or at least out of the wheelchair. The act of moving and preparing is part of the anticipation that is used to build meaning for this activity. It is also important to use the same mat or cushioned supports to sit on during the yoga activity.
Music is an important component to help build meaning and connection for the students in the yoga activities. I have loved working with the Kundalini program by Shakta Khalsa, who has several music CDs available on her website childrensyoga.com. Her voice is lovely, and the songs are the kind that build joy and stay with you for the rest of the day. Kundalini offers the special benefit for our students with movement challenges, as it is built on a foundation of sound, mantras, and movement repetition, rather than focusing on standing poses and accuracy in achieving the asanas. Links to the tracks from two of her CDs are provided at the end of this blog post. I highly encourage anyone who is interested in her work to try to get training directly from Shakta Khalsa--it was life changing for me, and the music alone does not convey the true content of her program.
Shakta Khalsa, tracks from \"Happy\" and \"Cozy\" CDs
A predictable routine is very important for all of us, but especially for the student who has complex movement and communication needs. I usually begin and end the session with identical activities--beginning with breathing and a warm-up mantra (\"Ommmmm\" or \"ong namo guru dev namo\"), then we move into a few active mantras or poses, focusing on themes of connecting with others, emotional regulation, and symbolic thinking described above. I always end with the same song, \"May the Long time Sun Shine Upon You,\" a classic Kundalini ending, with a \"Sat nam\" to close. When beginning with a new student or group, you may try the beginning, only one active song, and then the ending.
Prompting and supporting the student physically, with care and respect, is important. I always find it helpful to \"practice\" the activity before I turn on the music and we \"do\" the activity. In practice, we are previewing the movements that will be used in the activity itself. Use hand UNDER hand guidance to model the hand positions for the songs and movements. For whole body position, I encourage the child who is visually impaired to tactually \"look\" at my modeling by touching me, and work on matching their position to mine. It is important to assess your own comfort level here--I've found it helpful because many of our older kids did not have enough opportunity to explore their mom's face and body when it was \"acceptable\" as a younger child, and they are often quite puzzled when verbally instructed to \"put your hands over your head\" or \"lie on your tummy.\" Pacing is also important--you might need to use slower sequences of movements for students with visual and motor challenges. The \"Cozy\" CD uses slower movements, and I sometimes start with this. Again, this is an important time to consult with the physical and occupational therapists, as well as orientation and mobility specialists.
Use object, picture or tactile symbols to provide students with information about the sequence of activities to be performed, and to support literacy and communication development. To use object symbols, think carefully about building objects into the routine--perhaps a yoga mat for the whole activity, then maybe a chime to signal the breathing activity, activity-specific hats or bracelets for the student to wear for some of the movement activities, drums or a kazoo for specific songs, a blanket for the resting period at the end. When the students have had practice with all activities, I sometimes use the symbols as a way to give them choice and to enable them to direct the activity. The symbols can be mounted on speech generating devices if the student is using those. The picture at the bottom of this post shows an example of a tactile symbol strip used to support a student in the yoga routine who is blind at the emerging literacy level.
I will add two more posts to this collection to share the ways I've used children's yoga to support language, literacy, social connection and self-regulation. I would love for any of you to share your experiences in using this wonderful activity to support learning in your students with complex communication needs!
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Maloney, Kassandra. Yoga for children with visual and multiple impairments: Fun movements inspired by yoga. TSBVI: Austin, Texas
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:43:27.857","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17525,"title":"The Row Boat Ride- A \"Hybrid Yoga Story\"","body":"The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:45:30.403","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1152,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5977,"postID":17525,"userID":3203,"timestamp":"2018-06-27T17:50:06.323"}],"PostCollectionItems":[{"collectionItemID":382,"collectionID":147,"postID":17525,"quote":"This post includes an example of a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity."}]},{"postID":17527,"title":"Addressing Narrative Language & Literacy Goals in Yoga Activities","body":"One application of yoga which I have especially enjoyed as a speech language pathologist is in the area of narrative language. Students who are visually impaired have worked together to build a variety of imaginative and meditative stories and mantras which are inspired by the movements, “characters” and sounds of the yoga activities we do together.
Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
I want to share this post in the hopes of receiving feedback and facilitating conversation about the issue of tactile symbol standardization. any experiences or input you might have on this topic would be appreciated. It would be easiest for me to locate and respond to your thoughts if they are posted on the pathstoliteracy.org site, but I will also check here.
Linda Hagood
pathstoliteracy.org/blog/question-symbol-standardization-invitation-discussion
I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
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","userID":3161,"timestamp":"2016-04-11T09:57:30.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5507,"postID":8122,"userID":8827,"timestamp":"2016-04-16T16:28:04.28"}],"PostCollectionItems":[{"collectionItemID":28,"collectionID":23,"postID":8122,"quote":"Here's an introduction to this collection of posts by and for families."}]},{"postID":8220,"title":"Making Topic Expansion a Priority in the IEP","body":"Topic expansion is an important area to include in the IEP. In this item, sample IEP objectives are demonstrated. PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING
TOPIC EXPANSION IN THE STUDENT’S IEP.
IEP Ideas:
Topic expansion goals should often be included in the IEP. Here are some examples of goals for topic/ associated vocabulary goals.
Joey—emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/choosing.
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects.
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“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation—
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” Below are some examples of topics for communication and associated context specific (“fringe”) vocabulary.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described.
In the previous post, we discussed the importance of expanding topics for communication. In this session, we will begin to discuss strategies for addressing topic-expansion goals and objectives.
PLEASE SHARE ANY INVENTORIES OR ASSESSMENT INSTRUMENTS WHICH YOU FIND
Some strategies for expanding topics for interaction and communication in students with emerging or context-dependent communication:
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes.
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home). (https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf)
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following featureConsistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
Structured to build opportunities for communication through sabotage, planned surprises/ changes.
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
This started as an isolating activity, which Joey used to calm himself, and the teacher has gradually turned it into a more interactive experience, a topic for communication. She and Joey have added hand and body movements to the routine. Jeffrey really loves the black and white “whale gloves” which one of the partners wear when they’re doing the Beluga Dance., and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player to play an accompanying beat to the music. She and Joey often exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Other fish topics
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this post, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling. PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners (peers, parents, siblings, other teachers, different paraeducators) to the activity.
· Playgroups. With appropriate instruction and coaching, peers can be motivating communication partners for students with complex communication needs. They oftennotice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg. In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “noviceplayer.” Wolfberg’s website provides a lot of information and references for those who would like to use this model.http://www.autisminstitute.com/ipgmodel.html
· Video modeling. This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
Step #5. Add interests/ activities of communication partners to the topic inventories.
· Observe peers or siblings at play and in lunchroom. What are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activitiesor people on phones, listening to music.
· Teachers and therapists. Your “likes” count too! Think about what YOU like to do and find a way to include it in the classroom schedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
· Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
In previous items in this collection, I described the importance of expanding topics for students with complex communication needs, and also strategies for assessing topics and introducing them. In this collection, I will discuss expansion of the conversations to new partners through the use of integrated playgroups and video modeling.
PLEASE SHARE OTHER IDEAS YOU HAVE WHICH HAVE BEEN HELPFUL IN ADDING PARTNERS TO YOUR STUDENTS’ ACTIVITIES/ TOPICS FOR CONVERSATION.
Step #4. Add new partners to the activity (peers, parents,siblings, other teachers, different paraeducators) to the activity
Playgroups. With appropriate instruction and coaching, peers can be motivating communication
partners for students with complex communication needs. They often notice and read subtle communication initiations made by students, in ways that adults just don’t “get.” The most comprehensive approach to developing playgroups has been developed by Wolfberg (2003). In this model, peers are enlisted as “expert players”, available to provide a play-based context of support for the child with autism, who is the “novice player.” Wolfberg’s website provides a lot of information and references for those who would like to use this model. http://www.autisminstitute.com/ipgmodel.html
Wolfberg, P.J. (2003) Peer play and the autism spectrum: The art of guiding children’s socialization and
imagination (Integrated Play Groups Field Manual) Shawnee, KS: Autism Asperger Publishing
Company
Video Modeling.This is another strategy that would be a good way to include peers or family members in the search for new topics. Make a video of peers or family members engaged in activities that they enjoy, and share it with your student as a way to plan or preview his participation.
See the following link and reference for detailed instructions on producing videotapes to model social communication skills. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.u...
LaCava, P. (2008). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH:OCALI.
Step #5. Add interests/ activities of communication partners to the topic inventories.
Observe peers or siblings at play and in the lunchroom—what are they doing that could be highlighted to make it more comprehensible/ accessible to your student? Watch especially for activities they are engaged in which do not require much language—playing freeze tag, hide and seek, taking a walk, playground activities, sharing pictures of activities or people on phones, listening to music.
Teachers and therapists—your “likes” count too! Think about what YOU like to do and find a way to include it in the classroomschedule. If you’re a gardener or a cook, or if you like yoga or drama, those can all be adapted to the student’s schedule. You are part of the relationship, and you’ll find you’re more invested in the conversations if your topic of interest is included.
Talk to family members or make a home visit to find out what this family does on weekends and evenings which could be modified to make it more accessible for their student with complex communication needs.
Topic expansion is an important area to include in the IEP. Goals for expanding vocabulary are often found in IEPs,; however, in my experience, these are not usually tied to topics but to norms or curricular expectations, and are often quite difficult to measure. When the topic expansion becomes the goal, it is easier to generate specific vocabulary in daily lesson plans, or to represent on AAC devices as \"fringe\" vocabulary. In this item,sample IEP objectives are shared.
PLEASE SHARE ANY IDEAS YOU MIGHT HAVE FOR INCLUDING TOPIC EXPANSION IN THE STUDENT’S IEP.
Here are some examples of goals for topic/ associated vocabulary goals .
Joey is an emergent communicator, with communicative intent noted during snack time only, likes music and movement.
Goal: Expand variety of topics for interaction and communication
Objective 1. Joey will actively participate in 5 new activities which involve food, music or movement, by performing his own part in the routine, imitating actions, or requesting/
choosing, ( at least 3 times per session for each of the 5 activities,in 3 consecutive sessions per activity)
Objective 2. Joey will demonstrate anticipation of 5 new activities when object cues are presented at a calendar are by using objects functionally, imitating adult actions or labels for objects, going to activity area, or selecting associated objects (3 consecutive presentations for each of the 5 activities without specific prompts)
Susan is an intentional, symbolic, context dependent communicator. She uses about 50 words/ signs, just to request or protest, only wants to play with iPad or computer games, but will name pictures and objects, and uses a few to request these favorite activities.
Goal: Expand topics for interaction and communication
Objective 1: Susan will engage in 3 turntaking games at computer with peer or adult partner.
Objective 2: Susan will use iPad to take pictures of peers engaged in hands-on leisure and domestic activities, and will participate in labeling those pictures using imitated recorded speech, then sharing those pictures with partners.
Objective 3: Susan will participate in activities which she has helped to photograph or model.
I'm interested in joining this conversation, but am having a very hard time getting this posted (you may be seeing several versions of this post, as I am repeatedly attempting to \"publish\" this post and can't quite figure out how to add it to the Emergent Literacy collection. I want to share some ideas for play-based narrative writing--more focused on teaching the social communication and narrative language than the use of \"alternative pencils\" or the mechanics of writing or prelinguistic phonological skills that have been described in Sturm's work and the other posts in this collection. In this intervention, developed for students with autism and visual impairment who have at least single word symbolic communication skills, writing is the context not the goal. Initially the adult facilitator does all of the writing, and the students working in dyads or small groups work on blending their ideas to create fictional narratives. Please give me feedback on the slides below which show the parallels between writing and play. This is a topic that is near and dear to me, as the topic of my doctoral research.
","userID":3161,"timestamp":"2017-08-19T23:50:20.077","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1192,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5872,"postID":10828,"userID":8731,"timestamp":"2017-08-22T03:12:41.23"}],"PostCollectionItems":[{"collectionItemID":277,"collectionID":123,"postID":10828,"quote":"Linda Hagood shared this very interesting post about using writing as a context for working on early developmental skills like play. This is a really interesting idea that uses the act of co-creation that happens when adults and children write together as an opportunity to address these skills. In some of my work on emergent writing with children who have CIN, a school-based SLP and I have also seen writing as a really important context that can be used to address all sorts of speech-language goals. I haven't thought about it in terms of the development of play skills before! "}]},{"postID":17522,"title":"Using Yoga to Support Social Interaction, Language, Literacy, & Self Regulation","body":"Yoga is rich in teaching opportunities, and can be used to support learning in a wide variety of skill areas-- improving movement patterns and spatial concepts, social interactions, emotional regulation, and language and literacy skills. It is a perfect activity for collaboration between professionals—occupational and physical therapists, orientation and mobility specialists, teachers of the visually impaired, and speech language pathologists may all find opportunities to embed skills from their specialization areas into the yoga routine. The diagram attached at the end of this post shows specific communication and language skills that can be addressed through yoga.
\nAs I have worked as a speech language pathologist to adapt yoga programs for students with visual impairment, I have found that this is truly a collaborative model--it is important to build a strong movement foundation through input from movement specialists such as Occupational and Physical Therapists, and Orientation and Mobility Specialists. Teachers and Speech language pathologists often provide valuable input in developing yoga stories, helping to set up tactile or visual supports/ schedules, and teaching new vocabulary. We all work together to support the process oriented skills needed for any student who is approaching literacy learning. Most of all, the yoga activities provide one context in our busy days in which we can all connect, share an experience and center ourselves for the challenging work we do every day.
Connecting Yoga with Academic Learning
Yoga provides an excellent context for teaching important process oriented skills necessary for any student who is approaching literacy learning:
Connecting with others—the writer and the reader must connect in order for reading or writing to have shared meaning. Yoga is a good place to practice this connection and build perspective-taking, and yoga stories are one way to tie it more closely to the reading and writing instruction in the classroom.
Creativity/symbolic thinking—Especially when reading or writing fiction, students must be able to use their imaginations to assume other identities, imagine what might be instead of being tied to the concrete world of the here-and-now.
Emotional regulation—Recent research on social emotional learning and mindfulness supports the need for students to learn to maintain cognitive and emotional focus as a foundation for all other learning. Typically developing children often learn this through play, and yoga and pretend stories might be a play-based way for older children to approach self regulation as well. Stories, mantras, and meditations that involve the feelings of other characters, controlling one’s own body to move fast and slow and one’s voice to be quiet and loud, will help the child with a visual impairment to practice emotional regulation outside the demands of the everyday social world.
Adapting yoga for students with movement challenges and complex communication needs.
I have found that physical and occupational therapists, as well as adaptive P.E. teachers, are delighted to work with me on adapting the positions in yoga to the capabilities and needs of students with movement limitations. Whenever possible, it is important to perform the yoga activities on the floor, or at least out of the wheelchair. The act of moving and preparing is part of the anticipation that is used to build meaning for this activity. It is also important to use the same mat or cushioned supports to sit on during the yoga activity.
Music is an important component to help build meaning and connection for the students in the yoga activities. I have loved working with the Kundalini program by Shakta Khalsa, who has several music CDs available on her website childrensyoga.com. Her voice is lovely, and the songs are the kind that build joy and stay with you for the rest of the day. Kundalini offers the special benefit for our students with movement challenges, as it is built on a foundation of sound, mantras, and movement repetition, rather than focusing on standing poses and accuracy in achieving the asanas. Links to the tracks from two of her CDs are provided at the end of this blog post. I highly encourage anyone who is interested in her work to try to get training directly from Shakta Khalsa--it was life changing for me, and the music alone does not convey the true content of her program.
Shakta Khalsa, tracks from \"Happy\" and \"Cozy\" CDs
A predictable routine is very important for all of us, but especially for the student who has complex movement and communication needs. I usually begin and end the session with identical activities--beginning with breathing and a warm-up mantra (\"Ommmmm\" or \"ong namo guru dev namo\"), then we move into a few active mantras or poses, focusing on themes of connecting with others, emotional regulation, and symbolic thinking described above. I always end with the same song, \"May the Long time Sun Shine Upon You,\" a classic Kundalini ending, with a \"Sat nam\" to close. When beginning with a new student or group, you may try the beginning, only one active song, and then the ending.
Prompting and supporting the student physically, with care and respect, is important. I always find it helpful to \"practice\" the activity before I turn on the music and we \"do\" the activity. In practice, we are previewing the movements that will be used in the activity itself. Use hand UNDER hand guidance to model the hand positions for the songs and movements. For whole body position, I encourage the child who is visually impaired to tactually \"look\" at my modeling by touching me, and work on matching their position to mine. It is important to assess your own comfort level here--I've found it helpful because many of our older kids did not have enough opportunity to explore their mom's face and body when it was \"acceptable\" as a younger child, and they are often quite puzzled when verbally instructed to \"put your hands over your head\" or \"lie on your tummy.\" Pacing is also important--you might need to use slower sequences of movements for students with visual and motor challenges. The \"Cozy\" CD uses slower movements, and I sometimes start with this. Again, this is an important time to consult with the physical and occupational therapists, as well as orientation and mobility specialists.
Use object, picture or tactile symbols to provide students with information about the sequence of activities to be performed, and to support literacy and communication development. To use object symbols, think carefully about building objects into the routine--perhaps a yoga mat for the whole activity, then maybe a chime to signal the breathing activity, activity-specific hats or bracelets for the student to wear for some of the movement activities, drums or a kazoo for specific songs, a blanket for the resting period at the end. When the students have had practice with all activities, I sometimes use the symbols as a way to give them choice and to enable them to direct the activity. The symbols can be mounted on speech generating devices if the student is using those. The picture at the bottom of this post shows an example of a tactile symbol strip used to support a student in the yoga routine who is blind at the emerging literacy level.
I will add two more posts to this collection to share the ways I've used children's yoga to support language, literacy, social connection and self-regulation. I would love for any of you to share your experiences in using this wonderful activity to support learning in your students with complex communication needs!
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Maloney, Kassandra. Yoga for children with visual and multiple impairments: Fun movements inspired by yoga. TSBVI: Austin, Texas
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:43:27.857","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17525,"title":"The Row Boat Ride- A \"Hybrid Yoga Story\"","body":"The Row Boat ride is a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity. It is most comfortable physically to introduce the story with young kids, as they face you and rock back and forth… The story begins as the child pretends to “sleep” (#0-10), and is awakened by a little fish (#30) who wants to go for a boat ride. The child agrees, the fish prop is placed beside the pair, and they row along, singing “row the boat at a normal tempo, until they are approached by an alligator (#50), who plays chase with the boat until hey are able to outrun him. After this event, the child and adult rest, taking 3 deep breaths, or saying a little mantra, until they are at a #30 again, and the fish returns to swimming beside the “boat” singing the row the boat song at a relaxed and happy pace. Next comes a fire-breathing dragon (#70), who threatens the pair in the boat, until they have calmed him down with tickles and silliness. He is allowed to ride in the boat if he promises to keep the fire in his mouth. Once he’s settled down, the adult and child practice another type of calm down activity –maybe a quiet meditation, another mantra, or backward counting and breathing. They row along again, with the #30 fish by their sides, singing happily, when along comes a big shark (#90), threatening to eat the fish and the people in the boat. The fish is trapped, netted, or perhaps scared away with the dragon’s fire breath (which comes in handy at this moment!). Adult and child feel their pulses, notice their breath is too fast, and take another break to practice another calm down strategy. They count backwards slowly by tens 90-80-70-60-50-40-30…breathing deeply between each number. Then they row on, with the fish by their side again, relaxed and happy #30. Finally, a thunderstorm arrives, with water sprayed into the sky from a plant sprayer, lights flashing on and off, and a thunder noise played on a drum. It is a huge out-of-control #100 storm, and the child is tipped out of the boat, and has to swim back, allowing the adult to rescue them and rock slowly back and forth to calm down. When they are back to #30, they row back to shore amazed at all the adventures they had that day.
The purpose of this story is to introduce the emotion meter (see image below), which will later be used by the student and adult to identify and describe their own and others’ levels of emotion. Note that the emotion meter reflects intensity of emotion, not just bad emotions—a #50 can be either worried OR excited. It is important not to judge the emotional intensity as right or wrong, just to notice it, and to practice moving up and down with strategies which can be used at other times.
References:
Gillen, J. and Gillen, L (2007) Yoga Calm for Children: Educating Heart, Mind, and Body. Three Pebble Press.com: Portland OR. www.yogacalm.org
Hagood, L. (2008) Better Together: Building Relationships with People who have Visual Imparment and Autism TSBVI: Austin, TX.
Khalsa, Shakta Kaur (1998) Fly like a butterfly. Sterling Publishing Co: New York, NY. childrensyoga.calm
Roberts, L. (2014) Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens.
Solis, Sydney (2006) Storytime yoga: Teaching yoga to children through story. www.storytimeyoga.com.
Thapar, M. and Siingh, N. (2004) Good Morning Sun: Yoga for Children with Fun-Filled Stories. Brijbasi Art Press: Uttar Pradesh, India. brijbasi@bol.net.in
","userID":3161,"timestamp":"2018-06-26T17:45:30.403","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1152,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5977,"postID":17525,"userID":3203,"timestamp":"2018-06-27T17:50:06.323"}],"PostCollectionItems":[{"collectionItemID":382,"collectionID":147,"postID":17525,"quote":"This post includes an example of a hybrid story that includes elements of mantras, meditations, and pretend story writing. I often use it to introduce kids to yoga or to story- telling because it is a playful way to help them become mindful of their own levels of emotional intensity."}]},{"postID":17527,"title":"Addressing Narrative Language & Literacy Goals in Yoga Activities","body":"One application of yoga which I have especially enjoyed as a speech language pathologist is in the area of narrative language. Students who are visually impaired have worked together to build a variety of imaginative and meditative stories and mantras which are inspired by the movements, “characters” and sounds of the yoga activities we do together.
Imaginative Stories
Pretend stories can be developed in groups or with one student and a teacher. Usually, the students work together with either a teacher or each other to generate imaginative stories inspired by poses or “asanas” they have practiced in regular yoga routines. In children’s yoga, and in some adult yoga approaches, the poses are often taught as animals (e.g., “cat-cow”, “cobra”, “frog”, “butterfly,” “bird”, “elephant.”), geographic or natural features (forest, trees, volcano, earthquake, sunflower). For many children with visual impairment, these story elements are quite abstract—they may have heard of a lion or a mountain, but never seen or experienced them. As they use their bodies to represent these characters, settings and natural features, the student who is blind comes one step closer to an understanding of concepts that other children obtain incidentally through their observations of the world around them. Older children and adolescents who are blind, especially those with additional disabilities such as autism, may have missed this important early childhood activities which involve “pretending to be” something or somebody else. Their use of their bodies representationally often provides an excellent starting place for imaginative story development.
Most students begin with learning a few asanas or poses, and with adult facilitation, begin to weave these characters into pretend play stories with characters, settings, sequences of events, and problems/ themes. It may be helpful to begin by modeling a story that has already been written, enacting each step along the way. Some examples of pre-written yoga stories may be found in Shakta Khalsa's book, Fly , and also in a chapter in my book Better Together. Just as in play, the themes or problems that emerge in the yoga stories often reflect the students’ own emotional or social concerns. I will describe the interactions around creating one story—“The Lonely Butterfly.”
The students had practiced several of the animal poses and the “mountain” ( I often teach down dog as a “mountain” because it conveys the shape and strength of the mountain more concretely than the mountain pose taught in hatha yoga (“ “). We usually begin by collecting characters, and a problem—the kids generated the butterfly and the animals that might be potential friends for the butterfly. They also came up with the idea of “looking for friends” as a theme (I added the word “lonely”, and they affirmed that this would be appropriate). I helped to create a repetitive predictable structure in which the butterfly goes up a mountain, into a forest, and asks animals one at a time to be his friend, and we discuss the problems with each animal (elephant is too big, snake sleeps all day, etc.). He finally goes to the forest, finds a tree and a bird, and makes a friend because the two have something in common—their ability to fly. The story was used to support future yoga classes, and the students took turns being the storyteller/ guide for the group. The story was produced in large print and braille with pictures and tactile symbols to illustrate it and cue sequencing. The students produced other stories such as “The butterfly who couldn’t find a Halloween costume,” “The snake who couldn’t sleep in the daytime.” These stories were used to support yoga practice and for many of the students the story seemed to facilitate movement.
Another way to approach story development in yoga is to develop the story first, before teaching the movements. An example comes from a student who had extreme difficulty with movement and found yoga to be her least favorite activity. She protested wildly and often refused to come to our yoga group. She was an excellent braille writer and loved to create stories, and I decided to use this strength to shape her participation in the movement activities involved in yoga. Before going to class, earlier in the week, she and I developed yoga stories and she brailled them to bring to class. Initially, her only goal was to read the story to the group, then we increased the role to include checking poses for the others in the group to be sure they were correctly enacting her story. Finally, she was able to use words to describe the poses, and these words seemed to support her ability to actually perform and demonstrate the poses for the others. The Lonely Butterfly is a sample of a story she helped to create (Yoga asanas/ poses which were enacted by the group are shown in bold).
The Lonely Butterfly
The butterfly flew in the sky. The butterfly felt sad and lonely because he wanted some friends. So he asked his mom. \"Oh, I'm really bored. What can I do?\" His mom said, \"Go find yourself some friends.\"
First, he went to see the elephant. He asked the elephant, \"Will you play with me?\" The elephant said, \"No! I move too slowly. You fly very fast!\"
Next he went to see the Lion. He asked the lion, \"Will you play with me?\" The lion said, \"I'm too busy breathing lion breath and singing 'I Am Brave, I am Bold.' \" The butterfly went on.
Next the butterfly went to see the dinosaurs. He asked the dinosaur, \"Will you play with me?\" The dinosaur said, \"You can come with me for a dinosaur walk.They went for a walk together, but the dinosaur and his friends were very BIG!
The butterfly went up on the mountain to rest in a tree. He found another friend who could fly--the bird. The bird was lonely too, so they had a nice time flying and flying together.
The End.
Mantras
Another form of writing I’ve explored lately is the development of mantras (here defined as “rhythmic chants”) as a form of positive self talk. I begin by introducing students to some simple mantras that have already been recorded—some of my favorites are “I am happy, I am good,” “I am brave, I am bold,” and “sa ta na ma” which are available through Shakta Khalsa’s website (childrensyoga.com). When they have practiced these mantras with movements, I ask them to make their own mantra, and we practice it as a group. For example, one student who had recently become interested in power lifting, substituted “I am active, I am strong” for the words in the “I am happy, I am good” mantra. Another, shown in the video clip here, is using the words \"I am friendly, I am smart\" to describe himself. When teaching these mantras, I try to embed movement patterns with them, such as the sa ta na ma mudra because the repetition and the multimodal input often helps the words to “stick.” I tell the kids that whenever they start feeling bad about themselves, they can pull up these movements and words to replace the “stinkin’ thinkin’” that is getting in their way. I have been surprised to see that students sometimes remind one another of their own mantras when approaching difficult situations, and the students are learning to use the mantra for self-regulation (another reason that the hand movements or body movements are important—they can use these in quiet situations in class or pubic).
Meditations
Again, Shakta Khalsa has provided some nice samples of meditations for verbal students in her CDs Rainbow Walk and Relax. I use these as examples, and then ask students who enjoyed them to create their own. After listening to a very peaceful Beach Story, one group wanted to create a beach story for students who were blind that focused only on the smells, the feel of the wind and sand, and the sound of the ocean, rather than the visual references in the original meditation. Another student said that she preferred the forest, and her forest meditation is shown here. This student has autism, and her challenges are in self-regulation and in connecting to others. She was able to address both of these by building a partner into the meditation (leaning back-to-back against her partner, the “tree trunk”), and by sharing the meditation with her class.
Katrina’s forest meditation. 1/16/18
Imagine you are in the forest. You sit under a tall tree and lean your back against the trunk. Trust the tree trunk to hold you up and relax against it. Take a deep breath and smell the pine trees in the forest. Listen and hear the wind rustling through the pines. Feel grass beneath you like a warm bed. Stay very still and keep breathing, listening and feeling. Breathe, Listen, Feel. Breathe. listen, feel. Sometimes when you breathe you can smell flowers starting to bloom, and sometimes when you listen, you can hear birds chirping to each other. Sometimes when you feel with your fingertips, you find ferns and moss, soft as a blanket. Breathe, listen, feel. Breathe Listen Feel. Breathe, Listen, Feel. Turn and put your hand on the tree trunk’s shoulder, Pull yourself up and continue your walk in the forest.
Sometimes, I combine mantras, meditations and yoga stories to create hybrid stories that include all of these elements. In the next post,I'll share one of my favorite hybrids--the Row Boat story, and tell you how I've used that story to support connection, symbolic thinking and self-regulation.
Module1: Understanding Your Child'sCues
We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
One of the most important strategies when working with individuals communicating using Pre-Intentional Behavior is Communication Partner Training.
Noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development.
1. Learn to recognize the behavior states and behavior patterns.
•\tAlertness/ Sleepiness
•\tDiscomfort/ Comfort
•\tActive/ Inactive
•\tAgitation/ Frustration/ Content
•\tHunger/ Thirst / Satiated
Some children with significant disabilities may show unusual behavior patterns. Keeping a schedule of times or day when your child or the individual you are working with is typically comfortable, alert, and attentive, is a helpful. The best learning happens when an individual is content, comfortable, and active. Make the most of your teaching opportunities by focusing interactions during these times of the day.
Some children with significant disabilities have subtle ways of communicating. Use the Skills List from the Communication Matrix Assessment to educate other communication partners as to how your child, or the individual you work with expresses discomfort, comfort, and interest in other people.
The first step to intervention is accurately reading Pre- Intentional Behavior Signals. We must first recognize these actions THEN, we can respond appropriately and reinforce beginning communication attempts.
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After communication partners learn to recognize subtle communication, they can focus on responding to the communication. The best type of response is related to the purpose of the child’s communication. For example, when you recognize a vocalization as a sign of discomfort, your response might be to reposition the individual.
Responding consistently to the individual communication acts is what will reinforce this behavior over time. While this may seem like “good parenting” or “just good teaching” recognizing communication of individuals with disabilities can be tricky . It may be tempting to skip ahead too quickly to other forms of direct instruction. At this stage it is more important to focus on being a communication partner, listening and responding.
What are routines anyway? Why are they important? It seems that therapists are always recommending “teaching in routines”. Basically, routines are 2 or more step activities that are repeated over the course of the day or more than 3 times a week.
Examples of Personal Care Routines:
-\tHand washing
-\tBathing
-\tClothing
-\tDiapering/ Toileting
-\tApplying lotion
Examples of Routines with Food:
-\tSetting the table
-\tPreparing meals or snacks
-\tPutting away groceries
-\tWashing produce
-\tPouring food/ drinks
-\tWashing dishes
-\tGrocery Shopping
Examples of Social Routines:
-\tTickle Games
-\tNursery Rhymes
-\tBook Reading
-\tListening to or Playing Music
-\tDancing
Examples of Exercise Routines:
-\tSwinging
-\tSwimming
-\tSliding
-\tRocking
-\tDancing
-\tStretching
-\tBall Play
Examples of Simple Toy Routines:
-\tPushing cars and trains
-\tToys in a bucket, dump the bucket
-\tStacking Blocks
-\tBlowing bubbles
-\tLights on and off
We want to develop activities with sequenced steps so that the individual or child that you are working with can practice communicating several times throughout the activity. Doing the same thing every time, and having multiple chances to practice is how we are able to teach skills to children with complex communication needs. Creating routines develops the context for communication.
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We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
Module1: Understanding Your Child'sCues
We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
There is one recent study that specifically targeted conceptual vocabulary in an AAC intervention for a child with multiple disabilities including deafblindness. You can find more about it here: http://www.ncbi.nlm.nih.gov/pubmed/24229336
Basically, the authors used a modified PECS procedure to teach the boy to communicate MORE, DONE, and NEW when presented with a variety of preferred and nonpreferred objects or engaged in a variety of preferred and nonpreferred activities. The boy learned the conceptually referenced tactile symbols.
We are focusing on the words GO, LIKE, and NOT in our work with students with the most complex needs including deafblindness, and we're finding those three words can be used to communicate for many different purposes across many contexts.
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I am also lucky enough to be the David E and Dolores J. Yoder Distinguished Professor of Literacy and Disabilities. Those of you who have been in the AAC field since the beginning will certainly recognize the name, David Yoder. I am a former teacher of children with significant disabilities, and since 2001, I have been teaching speech-language pathologists at the masters and PhD levels. My research focuses on literacy assessment and instruction for struggling readers of all ages including those with significant cognitive disabilities. I am an associate director of the Dynamic Learning Maps Alternate Assessment Consortia. I co-developed the Tar Heel Reader online library of accessible books for beginning readers, and I am currently P.I. on Project Core, which is an OSEP-funded Stepping Up Technology Implementation project focused on building symbolic communication among students with significant cognitive disabilities.","lastLogin":"2016-04-28T17:07:43.137","admin":false,"website":"http://www.med.unc.edu/ahd/clds","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"Center for Literacy & Disability Studies","organization2":"UNC Chapel Hill","staff":false,"emailer":"weekly","lastEmailSent":"2020-09-27T23:05:05.763","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[],"UserTypeLookups":[{"userTypeLookupID":8360,"userID":9989,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":37,"collectionID":37,"postID":8198,"quote":"Conceptually referenced vocabulary can be used in a variety of ways across contexts","Post":{"postID":8198,"title":"Increasing Opportunities to Teach and Learn","body":"As we are teaching conceptually-referenced vocabulary, we constantly look for ways to link the new concept with some experience or routine students know. For example, we are teaching a symbol (graphic or tactual) for the word LIKE. It is a favorite among the teachers in our study. We think they use it so often because they can easily recognize when their students are engaged in an experience or interacting with materials that they enjoy. When the teachers see that their student likes something, they point to the graphic symbol or place the tactual symbol in the child's hand and say, \"You LIKE <fill in label>.\" For students with hearing loss, they sign LIKE (hand-in hand if needed) while pointing to the graphic symbol or placing the tactual symbol in the child's other hand. This can happen dozens of times a day across a variety of activities and experiences. LIKE is not linked to a specific referent, it is a concept that is linked to the feeling of enjoying something. We have several students who are now using LIKE to communicate in a variety of ways across contexts. We acknowledge that it is also important to teach vocabulary that can be associated with concrete referents, but what we gain with this focus on conceptually-referenced vocabulary is a dramatic increase in opportunity to teach and learn.
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You can find more about it here: http://www.ncbi.nlm.nih.gov/pubmed/24229336
Basically, the authors used a modified PECS procedure to teach the boy to communicate MORE, DONE, and NEW when presented with a variety of preferred and nonpreferred objects or engaged in a variety of preferred and nonpreferred activities. The boy learned the conceptually referenced tactile symbols.
We are focusing on the words GO, LIKE, and NOT in our work with students with the most complex needs including deafblindness, and we're finding those three words can be used to communicate for many different purposes across many contexts.
","userID":9989,"timestamp":"2016-05-02T02:13:00.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2253,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5527,"postID":8195,"userID":10381,"timestamp":"2016-05-03T18:54:33.387"},{"starID":5528,"postID":8195,"userID":2020,"timestamp":"2016-05-04T05:37:15.173"}],"PostCollectionItems":[{"collectionItemID":36,"collectionID":37,"postID":8195,"quote":"This post was meant to start the conversation about conceptual versus concrete vocabulary."},{"collectionItemID":92,"collectionID":65,"postID":8195,"quote":"It really is all about the words. Here is more to consider when choosing and teaching core words. "}]},{"postID":8198,"title":"Increasing Opportunities to Teach and Learn","body":"As we are teaching conceptually-referenced vocabulary, we constantly look for ways to link the new concept with some experience or routine students know. For example, we are teaching a symbol (graphic or tactual) for the word LIKE. It is a favorite among the teachers in our study. We think they use it so often because they can easily recognize when their students are engaged in an experience or interacting with materials that they enjoy. When the teachers see that their student likes something, they point to the graphic symbol or place the tactual symbol in the child's hand and say, \"You LIKE <fill in label>.\" For students with hearing loss, they sign LIKE (hand-in hand if needed) while pointing to the graphic symbol or placing the tactual symbol in the child's other hand. This can happen dozens of times a day across a variety of activities and experiences. LIKE is not linked to a specific referent, it is a concept that is linked to the feeling of enjoying something. We have several students who are now using LIKE to communicate in a variety of ways across contexts. We acknowledge that it is also important to teach vocabulary that can be associated with concrete referents, but what we gain with this focus on conceptually-referenced vocabulary is a dramatic increase in opportunity to teach and learn.
","userID":9989,"timestamp":"2016-05-04T11:38:56.607","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1872,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5529,"postID":8198,"userID":2020,"timestamp":"2016-05-04T18:48:27.04"},{"starID":5540,"postID":8198,"userID":9043,"timestamp":"2016-05-14T01:14:56.883"},{"starID":5783,"postID":8198,"userID":11948,"timestamp":"2017-02-17T03:38:46.333"}],"PostCollectionItems":[{"collectionItemID":37,"collectionID":37,"postID":8198,"quote":"Conceptually referenced vocabulary can be used in a variety of ways across contexts"}]}],"Posts1":[{"postID":8195,"title":"Research Supporting Conceptual Vocabulary","body":"There is one recent study that specifically targeted conceptual vocabulary in an AAC intervention for a child with multiple disabilities including deafblindness. You can find more about it here: http://www.ncbi.nlm.nih.gov/pubmed/24229336
Basically, the authors used a modified PECS procedure to teach the boy to communicate MORE, DONE, and NEW when presented with a variety of preferred and nonpreferred objects or engaged in a variety of preferred and nonpreferred activities. The boy learned the conceptually referenced tactile symbols.
We are focusing on the words GO, LIKE, and NOT in our work with students with the most complex needs including deafblindness, and we're finding those three words can be used to communicate for many different purposes across many contexts.
","userID":9989,"timestamp":"2016-05-02T02:13:00.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2253,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5527,"postID":8195,"userID":10381,"timestamp":"2016-05-03T18:54:33.387"},{"starID":5528,"postID":8195,"userID":2020,"timestamp":"2016-05-04T05:37:15.173"}],"PostCollectionItems":[{"collectionItemID":36,"collectionID":37,"postID":8195,"quote":"This post was meant to start the conversation about conceptual versus concrete vocabulary."},{"collectionItemID":92,"collectionID":65,"postID":8195,"quote":"It really is all about the words. Here is more to consider when choosing and teaching core words. "}]},{"postID":8198,"title":"Increasing Opportunities to Teach and Learn","body":"As we are teaching conceptually-referenced vocabulary, we constantly look for ways to link the new concept with some experience or routine students know. For example, we are teaching a symbol (graphic or tactual) for the word LIKE. It is a favorite among the teachers in our study. We think they use it so often because they can easily recognize when their students are engaged in an experience or interacting with materials that they enjoy. When the teachers see that their student likes something, they point to the graphic symbol or place the tactual symbol in the child's hand and say, \"You LIKE <fill in label>.\" For students with hearing loss, they sign LIKE (hand-in hand if needed) while pointing to the graphic symbol or placing the tactual symbol in the child's other hand. This can happen dozens of times a day across a variety of activities and experiences. LIKE is not linked to a specific referent, it is a concept that is linked to the feeling of enjoying something. We have several students who are now using LIKE to communicate in a variety of ways across contexts. We acknowledge that it is also important to teach vocabulary that can be associated with concrete referents, but what we gain with this focus on conceptually-referenced vocabulary is a dramatic increase in opportunity to teach and learn.
","userID":9989,"timestamp":"2016-05-04T11:38:56.607","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1872,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5529,"postID":8198,"userID":2020,"timestamp":"2016-05-04T18:48:27.04"},{"starID":5540,"postID":8198,"userID":9043,"timestamp":"2016-05-14T01:14:56.883"},{"starID":5783,"postID":8198,"userID":11948,"timestamp":"2017-02-17T03:38:46.333"}],"PostCollectionItems":[{"collectionItemID":37,"collectionID":37,"postID":8198,"quote":"Conceptually referenced vocabulary can be used in a variety of ways across contexts"}]}]}},{"collectionID":31,"name":"Behavioral Supports for the Beginning Communicator","description":"The topic that I selected for this week, Behavioral Supports for the Beginning Communicator, was selected for its broad applicability across roles and disciplines. Families, SLPs, educators, OTs, AT specialists and others often puzzle over how to create good learning situations for our beginning communicators. In this collection, I hope to share information and resources that support engagement, foster understanding, and lead to more effective instruction. I welcome your input, experiences, and suggestions.","dateCreated":"2016-04-25T23:46:33.103","bio":"Many thanks to Dr. Rowland for the kind invitation to be the inaugural guest host for the new Communication Matrix website and community Collections. My name is Carole Zangari, and I am a Speech Language Pathology faculty member in the College of Health Care Sciences at Nova Southeastern University. I teach AAC courses to our master's and doctoral students, provide clinical supervision to graduate student clinicians serving AAC clients, and run the Augmentative Communication Education Lab. In addition, I serve as the Executive Director for our university's satellite of the state-funded Centers for Autism and Related Disabilities program (CARD), which currently supports over 3,800 families affected by autism. Over the years, I have been involved in several AAC organizations, such as ASHA's AAC Special Interest Group, the US AAC Society, and the International AAC Society, and have met some of you through those activities.\n\nIn addition to my love for AAC, I am also fascinated by the potential of digital technologies to connect, engage, and learn. I have been teaching online for over a decade, and have been using social media for the past 4-5 years. You can find me on Twitter and Instagram (@PrAACticalAAC), on Pinterest (www.pinterest.com/aacandat/) and in some of the Facebook pages that I manage (e.g., www.facebook.com/PrAACticalAAC/). I have been sharing about the uses of these technologies and others at professional conferences, and am incredibly excited about the ways in which they can help us work better and more efficiently. Chris Bugaj and I will be delving into this topic at the ISAAC preconference session, AAC Practitioners in the 21st Century: Leveraging Our Efforts through Social Media and Digital Technologies (http://bit.ly/ISAACpreconf).\n\nSome of you may also know me as the owner/author of the educational blog, PrAACtical AAC. Many of my curated items and posts for this week will refer to information and/or resources associated with that site. I receive no revenue or compensation through those activities.","published":true,"userID":9179,"PostCollectionItems":[{"collectionItemID":34,"collectionID":31,"postID":8179,"quote":"There are very few strategies that I use with almost every AAC client that I serve. This is one of them.\"","Post":{"postID":8179,"title":"Collection Item #1: Using Visual Schedules","body":"In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
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Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
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Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
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For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
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As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
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One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
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This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
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Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1035,"postID":1380,"userID":2016,"timestamp":"2014-07-15T19:41:34.683","Post":{"postID":1380,"title":"Distinguishing Between Emerging and Mastered","body":"We received a great question through our facebook page (www.facebook.com/CommunicationMatrix) from one of our fans- How do you distinguish between Emerging and Mastered? \r\nHere is how we define it-\r\nMastered: Does this independently most of the time when the opportunity arises; Does this in a number of different contexts, and with different people.\r\nEmerging: Does this inconsistently; Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.\r\nWhat about you? Do you define it differently or with more detail? Do you ever have trouble deciding whether to classify a certain behavior as Emerging vs. Mastered? ","userID":1012,"timestamp":"2014-07-11T11:53:24.867","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2474,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1038,"postID":2583,"userID":2016,"timestamp":"2014-08-07T09:04:32.943","Post":{"postID":2583,"title":"Polite Social Forms","body":"This little girl signs \"hamburger please\" to make a polite request.","userID":9043,"timestamp":"2014-08-05T21:36:35.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"Here's another really nice example of a way that, once you have identified a specific skill for a child to learn, you can infuse that skill into everyday routines and activities. This child is learning to say what she wants politely. And I bet we can all imagine another 15 or 20 times in the day when she might practice this skill. Where would you place her on the matrix grid?","show":true,"views":1932,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1042,"postID":2608,"userID":2016,"timestamp":"2014-08-08T11:46:22.387","Post":{"postID":2608,"title":"VocaliD: Donate your Voice!","body":"I just found this great website that allows you to donate your voice so that people who use speech generating devices can pick their own voice and often get a voice that matches their age, size, and gender. They use the donors voice to create synthetic voices that will match the user. It seems like a really cool project!\r\nYou can find more about it on the VocailiD website: http://vocalid.org/","userID":1012,"timestamp":"2014-08-08T11:13:17.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1132,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32","Post":{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1048,"postID":2924,"userID":2016,"timestamp":"2014-09-29T18:50:41.113","Post":{"postID":2924,"title":"Asks Questions","body":"This little girl is learning how to use her 2-dimensional symbols to ask questions.","userID":9043,"timestamp":"2014-09-29T11:29:40.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1052,"postID":2932,"userID":2016,"timestamp":"2014-10-02T06:22:26.08","Post":{"postID":2932,"title":"Designating the Primary Level of communication","body":"We often get questions from users who are creating a Custom Report and who are not sure which level to designate as the Primary Level at which the client is operating (of the 7 levels of the Matrix). You must make this decision based on your knowledge of the client and his/her typical communication throughout the day. We suggest several ways to interpret the client’s Primary Level. (1) You might choose to identify the Level that the client uses most often to communicate. (2) Or you might choose the Level at which the client is able to express the greatest variety of different messages. (3) Or you might choose the Level at which the client’s communication shows the greatest mastery. \r\n\r\nWe are interested to know what other ideas you may have about how to decide on the Primary Level of communication.","userID":2023,"timestamp":"2014-10-01T10:40:33.067","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1056,"postID":2948,"userID":2016,"timestamp":"2014-10-09T22:04:46.903","Post":{"postID":2948,"title":"#AACFamily!","body":"October is AAC Awareness month. The bloggers at Uncommon Sense have taken upon themselves to lead the charge asking for and sharing pictures of AAC families. Check out week one at this link: http://niederfamily.blogspot.com/2014/10/aacfamily-friday-week-1.html\r\nWhat a great way to raise AAC awareness and get to look at pictures of cute kids and creative young adults!\r\nYou can still send your picture in by emailing the bloggers.","userID":1012,"timestamp":"2014-10-09T11:03:14.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1057,"postID":2949,"userID":2016,"timestamp":"2014-10-10T21:58:57.247","Post":{"postID":2949,"title":"3 students, 3 ways to communicate","body":"Teacher Robin has three students eating snack. Between them they use speech, manual signs and picture symbols to communicate.","userID":9043,"timestamp":"2014-10-10T10:12:10.093","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1058,"postID":2950,"userID":2016,"timestamp":"2014-10-10T21:59:13.173","Post":{"postID":2950,"title":"\"He First Learned to Communicate and Then He Learned to Talk\"","body":"The Speak for Yourself blog has a great article on combating the idea that using AAC will delay or prevent speech.\r\nhttp://www.speakforyourself.org/2014/10/08/aac-first-learned-communicate-learned-talk/","userID":1012,"timestamp":"2014-10-10T10:49:46.01","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a well-written blog. It emphasizes that communication comes first and that AAC supports speech development. ","show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":279,"collectionID":124,"postID":2950,"quote":"We so often confuse \"communication\" and \"language\" and use them interchangeably . They are not interchangeable and the difference is critical."}]}},{"starID":1059,"postID":2951,"userID":2016,"timestamp":"2014-10-10T22:04:30.257","Post":{"postID":2951,"title":"Using tangible symbols receptively","body":"Here you see 2 examples of teachers using a student's tangible symbol system to communicate TO the student (receptive communication). This helps learners understand how their own system is used; it also helps them to comprehend the symbols.","userID":9043,"timestamp":"2014-10-10T11:21:09.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2307,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":304,"collectionID":137,"postID":2951,"quote":"Tangible Symbols can be used receptively, not just expressively"}]}},{"starID":1066,"postID":2962,"userID":2016,"timestamp":"2014-10-15T22:12:11.287","Post":{"postID":2962,"title":"\"That time the Internet saved my son’s life\"","body":"http://www.whatdoyoudodear.com/time-internet-saved-sons-life/\r\nThis blog post beautifully illustrates the need for online communities to support parents who may have a child with a low incidence disorder or condition. It also underlines the importance not only of a welcoming a supportive environment, but also the importance of listening to parents and recognizing that they may have knowledge that a professional does not.","userID":1012,"timestamp":"2014-10-15T12:38:23.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":800,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":268,"collectionID":121,"postID":2962,"quote":""}]}},{"starID":2065,"postID":3972,"userID":2016,"timestamp":"2014-10-30T14:12:54.297","Post":{"postID":3972,"title":"Is the child who speaks rarely and with great encouragement to be left with using speech alone? ","body":"Is a child truly a \"verbal\" communicator if he struggles to say one of only a handful words you have heard him or her say? I am of the opinion to NOT 'force speech' as the only way to communicate when you've heard a word here and there pop out of a child's mouth! These are the cases where the oral/verbal apraxia is still quite profound and pervasive. You see, the harder that a child tries to speak {{under pressure with your highly expectant pause}} the LESS likely the speech will happen. It is precisely for THIS REASON that AAC is needed (symbols: low, mid or high tech). In fact, AAC can help a child bypass this deeply intrusive apraxia (and ANARTHRIA) to *communicate* and possibly create a more calm neurological state; thus, allowing the speech to possibly \"pop\" out with LESS intentional pressure. The very definition of \"APRAXIA\" means that with INTENTION, the motor success and organization plummets... and is the worst!! So folks, for those kids with minimal verbal abilities, DECREASING the pressure may in fact serve to increase communication --especially when using easily accessible AAC......and thereby...... foster that speech you wanted in the first place. The child might also \"repeat\" what he hears on his/her device...and therefore the device may serve as a sort of verbal prompt!","userID":2020,"timestamp":"2014-10-30T10:23:35.917","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Karen takes some time to unpack clinical speech terms in highly practical and child-centered ways.","show":true,"views":156,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2070,"postID":3980,"userID":2016,"timestamp":"2014-11-09T20:25:49.053","Post":{"postID":3980,"title":"Go Baby Go Program Expands to Oregon","body":"Check out this press release about a program expansion of the Go Baby Go Program initiated at the University of Delaware. \r\n\r\nhttp://oregonstate.edu/ua/ncs/archives/2014/nov/%E2%80%98go-baby-go%E2%80%99-mobility-program-children-disabilities-expands-o","userID":1015,"timestamp":"2014-11-06T14:22:46.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2073,"postID":3999,"userID":2016,"timestamp":"2014-11-17T20:38:30.067","Post":{"postID":3999,"title":"Communication Supports Inventory- Children & Youth (CSI-CY) Interview","body":"Check out this great video with Dr. Charity Rowland and Dr. Melanie Fried-Oken as they explain what the CSI-CY is, how it was developed, and why you should use it!\r\nUse the tool here: csi-cy.org","userID":1012,"timestamp":"2014-11-17T11:22:58.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1183,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2074,"postID":4006,"userID":2016,"timestamp":"2014-11-17T20:43:07.507","Post":{"postID":4006,"title":"Grover (from Sesame Street) and AAC","body":"This super cute video features Grover and a family with three children, two of whom are twins with autism. As his sister says, 4 year old Garrett, \"uses a special iPad to have him talk.\" While it focuses on autism, this would be a great video to share with anyone, children and adults, unfamiliar with speech generating devices.","userID":1012,"timestamp":"2014-11-17T14:12:11.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":259,"collectionID":121,"postID":4006,"quote":"Interesting example of a major media source (Mashable) sharing about AAC. "}]}},{"starID":2077,"postID":4020,"userID":2016,"timestamp":"2014-12-01T13:37:51.4","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":2099,"postID":4063,"userID":2016,"timestamp":"2014-12-15T13:23:16.187","Post":{"postID":4063,"title":"Giving Back","body":"As a classroom teacher who was one of the first patients at Mott's Children's Hospital at the University of Michigan to have open heart surgery (in the early '60s) I have always felt an unending gratitude to living past the age of 16! Doctors who performed the procedure were the \"who's who\" of modern cardiac medicine at the time. In an effort to share my insight to their own personal journeys and medical issues, and their vulnerability, we planned a GIVING TRIP to MOTT!! We asked for parent and staff donations of pajamas (to fit infants and toddlers who would be hospitalized right now). The contact person at the hospital (a wonderful nurse) specified this age group because hospital gowns are always too big for these young children! In total we had 27 pair of pajamas. Our class made a special card and voted on the image and message that would go in the card. They used their alternative pencils to write their name on the card! Our volunteer created and illustrated a story about a child who was hospitalized during the holiday season. In the photo, you can see one of our students presenting this unique storybook to the hospital library! :)","userID":3129,"timestamp":"2014-12-15T08:43:34.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"A story worth reading! ","show":true,"views":43,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2100,"postID":4060,"userID":2016,"timestamp":"2014-12-15T13:28:00.517","Post":{"postID":4060,"title":"Great Resources for teaching Literacy for those with Complex Communication Needs! ","body":"http://www.everyonecommunicates.org/resources/literacy.html","userID":2020,"timestamp":"2014-12-14T17:45:16.787","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Great list of Resources! ","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2111,"postID":4118,"userID":2016,"timestamp":"2015-01-03T16:07:47.433","Post":{"postID":4118,"title":"Happy New Year!","body":"Happy New Year to Everyone! I’ll be your host for the next month. My first wish for 2015 for our Community is that, “May Everyone, no matter their condition, have a form to communicate, something of their interest to communicate, and someone to communicate with.” ","userID":2021,"timestamp":"2015-01-02T12:33:46.51","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2112,"postID":4064,"userID":2016,"timestamp":"2015-01-04T10:50:16.19","Post":{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2113,"postID":4095,"userID":2016,"timestamp":"2015-01-04T11:17:00.067","Post":{"postID":4095,"title":"Specific Instructional Suggestions, Level 2 Continues an Action","body":"1.\tEngage in a movement that {name} enjoys (such as rocking back and forth, clapping hands, bouncing up and down). Every once in a while, stop and wait for {him/her} to do something that could serve as a signal that {s/he} wants more. Once you have figured out what natural signals {name} uses, insist that {s/he} use that signal to continue an action that {s/he} enjoys. \r\n\r\n2.\tSimple, repetitive turn-taking games can easily become part of a child’s routine. For example, while washing hands before snack, sing “This is the Way we Wash our Hands”. Take turns singing and moving to “Estrelita”/” Twinkle Twinkle Little Star”, “Cinco Monitos” / “Five Little Monkeys” with young children and “YMCA” and “SHOUT” with adolescents and adults. Pause during these activities to see if {name} in some way makes a movement or sound that might be used as a signal to continue the routine. \r\n","userID":2023,"timestamp":"2014-12-29T13:47:38.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":252,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433","Post":{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2120,"postID":4129,"userID":2016,"timestamp":"2015-01-11T15:38:19.06","Post":{"postID":4129,"title":"Determing level for intervention","body":"Rose Moehring here from the SD Deaf-Blind Project. I am new to this group so hope I am not asking a question that has been asked before. I work with a 3 year old child who has limited mobility and is non-verbal and has a trach. for breathing. The communication matrix was completed for him and he nearly mastered all skills in the unconventional communication area expect for new action or new object, and shows very few skills in the area of conventional communication., but has mastered a few skills in the area of symbolic symbols since he has received a lot of training in the use of switches and pictures. He is able to use a switch to make choices between 2 choices and in a sense rejects the one he does not want. . My question is this-How important is it to address skills he is missing in the unconventional and conventional areas? Does it depend on if we think he has the ability or potential is in this area? Cognitively he seems pretty bright. It seems to me that the switches could limit him as he would be dependent on the switch or switches could open doors for him to communicate when otherwise he might not be able to. Thanks for any suggestions you might have. He does not use any objects to communicate as his hand use skills seem to be limited to hitting a switch. Would it help if increased focus was placed on mobility and hand use skills-one idea I had was use of a little room. The student does have some limitations in hearing and vision but both serve him functionally. \r\n","userID":3122,"timestamp":"2015-01-09T13:28:06.53","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great question from one of the community members. Join the conversation!","show":true,"views":209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2130,"postID":4173,"userID":2016,"timestamp":"2015-01-22T12:28:09.353","Post":{"postID":4173,"title":"General Instructional Goals: Level 1","body":"Intervention Tips from the Communication Matrix Team:\r\nGeneral Goals for Instruction for the Level 1 Learner\r\n\r\nCreate more contexts that are likely to encourage the learner to use all of his/her behaviors so that s/he gets practice in using all parts of his/her body. Some of these behaviors may become ways to communicate.\r\n\r\nCreate a very consistent and reliable environment to encourage intentional behavior that might be used to communicate. Make daily routines, such as mealtimes, bath times, and play times, very predictable. \r\n\r\nTalk to the learner about what’s going on, even if s/he doesn’t hear you or may not understand you. Talking to an individual keeps you engaged and naturally interactive.\r\n\r\nConsider using mechanical devices and toys to help the student learn to demonstrate purposeful motor behavior. \r\n\r\nRespond to any behavior the learner uses that could be shaped into communication. \r\n","userID":2023,"timestamp":"2015-01-22T12:16:05.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2131,"postID":4175,"userID":2016,"timestamp":"2015-01-22T12:28:56.197","Post":{"postID":4175,"title":"General Instructional Goals: Level 2","body":"Intervention Tips from the Communication Matrix Team:\r\nGeneral Instructional Goals for the Level 2 Learner\r\n\r\nEncourage the use of any intentional behavior that may later be used for communicating, such as vocalizations, head turns, arm movements.\r\n\r\nProvide clear and consistent responses to behaviors that the student seems to have control over. \r\n\r\nIdentify activities that are motivating for the student. Beginning communicators are more likely to communicate when they are doing fun stuff.\r\n","userID":2023,"timestamp":"2015-01-22T12:18:52.937","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":220,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2136,"postID":4221,"userID":2016,"timestamp":"2015-01-27T16:28:28.883","Post":{"postID":4221,"title":"Choice Board: Selecting a Text","body":"Hello! Our learners have been utilizing this choice board in communicating which type and genre of text they would like...Enjoy! :)","userID":3157,"timestamp":"2015-01-26T17:18:22.833","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice choice making example","show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2137,"postID":4217,"userID":2016,"timestamp":"2015-01-27T16:30:51.14","Post":{"postID":4217,"title":"Specific Instructional Suggestions: Levels 5-7, Commenting","body":"Intervention Tips from the Communication Matrix Team:\r\nSPECIFIC INSTRUCTIONAL SUGGESTIONS FOR TARGETING MAKING COMMENTS (LEVELS 5-7)\r\nChoose an item or activity or person that the learner finds highly motivating or interesting (such as bubbles, balloons, the park, daily routines like taking a bath, a walk/stroll, reading books, toys, electronics) that provide features that can be commented on. \r\n\r\nEncourage comments by modeling them yourself using the learner’s form of symbolic communication. \r\n\r\nBe sure to respond when the learner makes comments. \r\n\r\nModel concepts like hot, cold, yummy, salty, wet, and blue using the symbols that the learner uses in a play cooking activity, in the kitchen, at mealtimes or at the grocery store.\r\n\r\nModel concepts like blue, red, fast, big, dirty using the symbols that the learner uses when s/he is playing with cars, trucks, tractors, bicycles, etc.\r\n\r\nAt the park, model concepts like fast, slow, up, down, cold, hot using the \r\nsymbols that the learner uses related to the play equipment and the weather.\r\n\r\nRead favorite books or look at picture books and comment on the stories, modeling the use of the learner’s symbols.\t\r\n\r\n","userID":2023,"timestamp":"2015-01-22T13:52:14.7","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2146,"postID":4264,"userID":2016,"timestamp":"2015-02-06T15:41:51.613","Post":{"postID":4264,"title":"Sharing Results of the Communication Matrix","body":"Did you know that you can share the results of the Communication Matrix? It is a great way to share between parent and professional, which we think is a great way to foster knowledge and trust between the two stakeholders.\r\nHere is how to share results:\r\nUse the \"Email Results\" option to the right of the Personal ID to email a link to the Profile and Communication Skills List to someone else with whom you have permission to share information. The recipient will receive an email from commmatrix@communicationmatrix.org with links to the results and to information about the Communication Matrix. ","userID":2023,"timestamp":"2015-02-05T11:50:59.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1615,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2147,"postID":4273,"userID":2016,"timestamp":"2015-02-06T15:44:53.473","Post":{"postID":4273,"title":"Scoring matrix for auditory scanners","body":"Hi all - I have several students who use partner-assisted auditory scanning as one mode of expressive communication. Would you score this on the Communication Matrix as uses \"abstract symbols,\" and as \"language\" use if the student is combining 2 or more selections from their auditory scanning system? Or would you score it differently? Thanks for your help!","userID":3196,"timestamp":"2015-02-06T08:30:01.097","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":88,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07","Post":{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]}},{"starID":2155,"postID":4288,"userID":2016,"timestamp":"2015-02-10T11:18:12.17","Post":{"postID":4288,"title":"Kathy From Wing Lake ","body":"Hello All,\r\n I am shamefully late in posting on this website. I work at Wing Lake as a teacher for students with severe cognitive disabilities. We use the Matrix for every student and it is wonderful to watch their progress year after year. See you all soon. Kathy ","userID":3223,"timestamp":"2015-02-10T11:17:16.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3186,"postID":5440,"userID":2016,"timestamp":"2015-04-16T08:41:25.077","Post":{"postID":5440,"title":"Fact Sheets from CDBS on Communication for Individuals with Sensory Impairments","body":"The California Deaf-Blind Services web site has lots of great fact sheets about communication with individuals who experience sensory impairments. The fact sheets are in a several languages. \r\n\r\nin English: http://www.cadbs.org/fact-sheets/\r\n\r\nin Spanish: http://www.cadbs.org/es/hoja-de-datos/\r\n\r\nin Chinese: http://www.cadbs.org/es/chinese/\r\n\r\nin Lao: http://www.cadbs.org/es/lao/\r\n\r\nand in Vietnamese: http://www.cadbs.org/es/vietnamese/","userID":2023,"timestamp":"2015-04-14T14:20:06.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":278,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3187,"postID":5433,"userID":2016,"timestamp":"2015-04-16T08:41:49.25","Post":{"postID":5433,"title":"Jarvis Goes to the Drum Store and Uses Tactile Means of Communication","body":"This is a wonderful videotape made available by the National Center on Deaf-Blindness. It follows a young man named Jarvis as he goes to the drum store and returns to talk about his experiences, using a variety of tactile means of receptive and expressive communication.","userID":2023,"timestamp":"2015-04-09T09:59:49.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":226,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3188,"postID":5424,"userID":2016,"timestamp":"2015-04-16T08:43:19.66","Post":{"postID":5424,"title":"Conducting a Preference Probe","body":"Dr. Charity Rowland describes how to conduct a preference probe -- for the individual whose preferences are unclear. We have a much better chance of teaching new communicative behavior if we can harness an individual's preferences in instructional programs. ","userID":2023,"timestamp":"2015-03-30T13:26:46.377","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3192,"postID":5443,"userID":2016,"timestamp":"2015-04-19T14:31:01.83","Post":{"postID":5443,"title":"#ICanDoMoreThanRequest","body":"This is a great new campaign to emphasize the need and want of individuals who have complex communication needs to express other intents than requesting. This part of a much bigger movement to assume competency of individual who use alternative means of communication. You can share the story of your child on twitter or other social media. Learn more about the campaign here: \r\n\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com.au/2015/04/icandomorethanrequest.html?utm_content=buffer1e892&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\r\n\r\n\"Because someone had the audacity to believe in me, I learned how to REALLY communicate! Now I can do so much more than request!\"","userID":1012,"timestamp":"2015-04-17T08:58:56.277","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Kate Ahem is an Assistive Technology Specialist who has a wealth of helpful insights to share about AAC! Check out this page from her web site about the fact that communicating involves a lot more than requesting!","show":true,"views":430,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3193,"postID":5445,"userID":2016,"timestamp":"2015-04-19T15:58:29.847","Post":{"postID":5445,"title":"The Communication Matrix Youtube Playlist","body":"The Communication Matrix created this playlist to introduce people to the Communication Matrix and learn more about it's use. You can find the playlist here: https://www.youtube.com/playlist?list=PL9ryftMupp3fySXxYpynjj0VL1soaqgI8\r\n\r\nThis is a great thing to send to a new colleague or even a parent who may not be familiar with the Matrix. Often it is easier for people to get information from videos than through text on the website. It is a great introduction to this great tool! Even if you are a seasoned veteran, you may find something you don't know.","userID":1012,"timestamp":"2015-04-17T09:07:45.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1173,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3194,"postID":5428,"userID":2016,"timestamp":"2015-04-19T21:45:45.96","Post":{"postID":5428,"title":"Early communication","body":"I am a speech pathologist. What do I do when a child does not accept a picture to play with a toy? What is a prerequisite level that I can try to receive some communication from the child? Usually, my children will select a picture for a toy to play with, but I have a client that is not at that level yet. I am open to all suggestions. Thank you in advance.","userID":4331,"timestamp":"2015-04-07T05:10:36.833","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Great question with some great answers! I'm sure many of us have faced this situation.","show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3196,"postID":5480,"userID":2016,"timestamp":"2015-04-28T10:53:03.84","Post":{"postID":5480,"title":"Evaluating IEPs","body":"The Design to Learn IEP Development Guide is a new tool to help you evaluate the quality of IEPs, especially with regard to communication goals. An IEP that is legally compliant is not necessarily of educational benefit to a specific student. This guide calls attention to the more functional aspects of educational goals and IEPs that go beyond legal compliance. This tool is free and is attached as a PDF.","userID":2023,"timestamp":"2015-04-27T14:19:37.673","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1488,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3203,"postID":5512,"userID":2016,"timestamp":"2015-05-07T10:21:58.48","Post":{"postID":5512,"title":"A HUMONGOUS THANK YOU","body":"Yesterday, I had the great pleasure of meeting Dr. Charity Rowland, Alex Cook, Gayl Bowser, Amy Parker and Kelly Fonner at the Wing Lake Developmental Center in the Bloomfield Hills School District in Michigan. It was such an honor to sit and talk with each of them regarding the Communication Matrix, discussing students, collaborating and having fun. They are such a lovely group of women and it was such an honor to spend the day with them. Thanks you so much for including my school in this wonderful learning practice. Looking forward to seeing and talking with you all in the future. Thanks again Laura Cusumano!","userID":3135,"timestamp":"2015-05-07T07:01:50.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3204,"postID":5486,"userID":2016,"timestamp":"2015-05-07T10:23:12.227","Post":{"postID":5486,"title":"Cole","body":"Hi Everyone, I apologize that this video is coming out a bit late after we shared our story about our little Cole but I had some tech difficulties . This is just a glimpse of Cole using his \"yes\" and \"no\" followed by a head shake or nod to confirm his response. Cole is an auditory learner and listens very well. He has CVI and some mobility in his arms and hands it is difficulty. We offer high contrast symbols/3-D objects when teaching a lesson but using his verbal skills is what he quickly desires to do. He can verbally say \"yes\" and \"no\" followed with head movements to confirm his response or answer. With this said, his responses are not always reliable. We are open for any suggestions for this adorable little guy. We will try to continue to post little segments as we move forward with this project. ","userID":3156,"timestamp":"2015-05-01T06:42:13.777","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3205,"postID":5438,"userID":2016,"timestamp":"2015-05-08T14:13:13.567","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":3209,"postID":5520,"userID":2016,"timestamp":"2015-05-12T10:32:34.367","Post":{"postID":5520,"title":"Learning about Rare Disorders: Rett Syndrome","body":"I stumbled upon this great resource about navigating the assessment and IEP process for families of children with Rett Syndrome. ","userID":1015,"timestamp":"2015-05-10T15:04:44.98","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"The IEP process can always be challenging. This resource will be especially helpful for parents and professionals working with children with Rett Syndrome. ","show":true,"views":164,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3210,"postID":5529,"userID":2016,"timestamp":"2015-05-14T16:52:19.673","Post":{"postID":5529,"title":"Shared reading plan for Rap A Tap Tap","body":"Attached is a plan of action our classroom developed in implementing a shared reading experience in a middle school classroom of students with complex communication needs. I had the wonderful experience of meeting Amy Parker recently at Wing Lake and we talked about a couple of lessons that may be fun for students comparable to ours. The most exciting thing about this lesson was the amount of participation and enthusiasm our kids demonstrated. They certainly were more than anxious to participate. In fact, they were \"rap a tap tapping\" in their own seats! So please share and enjoy; that is my sole hope for contributing this: Passing the passion to others!","userID":3129,"timestamp":"2015-05-14T05:53:01.38","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"See Alice's fantastic post using the story Rap a Tap Tap\nhttp://www.amazon.com/Rap-Tap-Bojangles-Coretta-Illustrator/dp/0590478834","show":true,"views":528,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3219,"postID":5535,"userID":2016,"timestamp":"2015-05-21T20:48:11.507","Post":{"postID":5535,"title":"Offering and Sharing ","body":"One of my favorite communication intents to teach is offering and sharing. I think it is a fundamental skill because in order to make friends, children and adolescents must be able to share. \r\n\r\nFirst, I start by collecting a series of common items (e.g. Funny Hats, Large Sun Glasses, Feather Boas, Clown Bow Ties, Decorative Head Bands, Comb and Mirror. \r\n\r\nParty City is a great place to find materials. \r\n\r\nHat: http://www.amazon.com/Jacobson-Hat-Company-Shark-Medium/dp/B002DHDN9S/ref=sr_1_3?ie=UTF8&qid=1431968537&sr=8-3&keywords=silly+hat\r\n\r\nGlasses: \r\nhttp://www.amazon.com/Yellow-Glasses-Pudgy-Pedros-Supplies/dp/B00G3CSW9A/ref=sr_1_1?ie=UTF8&qid=1431968588&sr=8-1&keywords=funny+sunglasses\r\n\r\nI place an item one at a time on the table. Pause to see if the individual will do something with the item. If the individual doesn't respond after 10 seconds (or if their physical impairments limit how well they can manipulate objects), I help the student put on or use the item. Once they have taken a turn, I lean in close and ask , \" Can I have a turn?\" up to 3X. If they don't share the item, or communicate in some way that I can have a turn after 3X asking, I take the item and say, I want a turn. \r\n\r\nNow this will not work for all students, and the students must be somewhat interested in objects for this to work as an activity. However, i have found that it to be fun both for the student and the teacher, therapist or parent. \r\n\r\nThis is also a relatively easy activity/ routine to encourage at home. ","userID":1015,"timestamp":"2015-05-18T10:09:40.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627","Post":{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3228,"postID":5423,"userID":2016,"timestamp":"2015-06-03T12:32:49.72","Post":{"postID":5423,"title":"Scoring the Communication Matrix","body":"Dr. Charity Rowland explains four ways to score the Communication Matrix.","userID":2023,"timestamp":"2015-03-30T13:11:07.46","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":8751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3234,"postID":5560,"userID":2016,"timestamp":"2015-06-07T09:31:51.603","Post":{"postID":5560,"title":"Shared Reading - by the wonderful Jane Farrall","body":"Here is a link to an excellent explanation on how to share a story with children who are AAC learners- even those who are at the earliest Matrix levels! A simple big mac that says a core word, \"more\" can prompt the reader to re-read the page, point to \"more\" items on a page, and... interact in 'response' to the learner. It's all about engagement! :) \r\n\r\nHere's the link: \r\n\r\nhttp://www.janefarrall.com/shared-reading-focus-on-interaction/\r\n\r\n","userID":2020,"timestamp":"2015-06-06T18:33:50.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":606,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4231,"postID":6566,"userID":2016,"timestamp":"2015-06-19T10:48:44.867","Post":{"postID":6566,"title":"Developing a Reliable Yes/No ","body":"We have been working to try and develop a more reliable yes/no for a student with a visual impairment in my classroom. When asked a yes/no question, the student tends to respond by repeating the last word that was said by the student's communication partner. We have tried verbally saying yes or no, using a two talker with smooth for yes and rough for no and having the student sign yes or no. These methods have not proved to be reliable. Any suggestions that we can try in the classroom? ","userID":3134,"timestamp":"2015-06-19T05:18:24.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5179,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4240,"postID":6618,"userID":2016,"timestamp":"2015-07-16T10:04:07.537","Post":{"postID":6618,"title":"shared reading for Jazz Man","body":"Another shared reading. Enjoy the activity plan and hope Amy can use this one too! ","userID":3129,"timestamp":"2015-07-16T05:53:58.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":363,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4241,"postID":6617,"userID":2016,"timestamp":"2015-07-16T10:05:59.847","Post":{"postID":6617,"title":"Shared reading for Cat in Hat","body":"Following is a shared reading lesson that we have done a couple of times [the first with our speech pathologist]. When Amy Parker and the Matrix team were at Wing Lake, I had asked if she would like to see a few shared reading experiences posted and she was interested. I am just sorry that I have not done all of them together but time always runs too, too fast! Hope you enjoy! We loved it because we could incorporate the early math component. There also pictures attached to help with the explanation.","userID":3129,"timestamp":"2015-07-16T05:47:12.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2058,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":477,"collectionID":169,"postID":6617,"quote":"Here is a shared reading activity for a very common book many people may have in their house already."}]}},{"starID":4242,"postID":6595,"userID":2016,"timestamp":"2015-07-16T10:08:50.637","Post":{"postID":6595,"title":"The Communication Matrix in Taiwan!","body":"I had the good fortune to be invited to Taiwan last month to deliver a series of lectures related to AAC at three universities around that beautiful country. In Taichung I was hosted by Dr. Tsai, President of the Taiwan Society for Augmentative and Alternative Communication ( www.facebook.com/tw.a.ac ), and Iris Lee of the Maria Social Welfare Foundation ( www.maria.org.tw/ ). In Chaiyi I was hosted by Dr. Wu of the National Chiayi University. In Hualien I was hosted by Dr. Yang of the National Dong Hwa University. Since the Communication Matrix is available in Traditional Chinese (translated by one of Dr. Yang’s students!), it was easy to demonstrate its uses to the audiences I encountered around the country. \r\n\r\nThe people of Taiwan are extremely gracious and very much invested in AAC and in meeting the challenges experienced by individuals with multiple disabilities who have complex communication needs. I encouraged everyone to join this Community and to write posts in Chinese languages so that they can create their own community of support within the broader one. I attach photos of an inclusive elementary school in Hualien, a temple in the Taichung area, and my favorite of the many public sculptures in Taiwan. \r\n","userID":9043,"timestamp":"2015-07-06T14:58:56.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4245,"postID":6627,"userID":2016,"timestamp":"2015-07-27T11:20:39.93","Post":{"postID":6627,"title":"CHARGE Syndrome Conference","body":"I have a family going to the CHARGE Syndrome Conference in Chicago this year. Their child is doing fairly well with acquiring verbal communication however speech development is challenging. Is this what others have found?","userID":3179,"timestamp":"2015-07-26T19:51:35.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":412,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497","Post":{"postID":6636,"title":"German Young Adults with CHARGE Syndrome Say \"So What?\"","body":"Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4247,"postID":6635,"userID":2016,"timestamp":"2015-08-04T10:46:25.493","Post":{"postID":6635,"title":"iPad for communication with CAS","body":"I am currently in the middle of Extended School Year (EYS) service as well as EI services this summer. My EYS child appears to be in the CAS category but may also have ASD. Her family has embraced the iPad with Proloquo2Go as a mode of communication for her. It is allowing her more opportunity for a variety of communicative intents. However, she is also tending to appear to perseverate on certain favored items, such as cars. It is difficult to know if she is using commenting or truly just getting stuck on a favored topic. Last week it was \"car livingroom\". Mom and I were unsure what she was indicating. With playful obstruction or topic change on my part, she may participate in another topic but then returns to her cars.
I am excited that she is also beginning to imitate some consonants and CV productions at times. Her favorite is /ka/, for \"car\"! However, she is varying her consonants now based on other topics, producing more bilabials and limited fricatives. She is also allowing more oral motor input via use of the Beckman Oral Motor Protocol gum massage. This seems to be providing input to reduce her defensiveness and it helps a little with her excessive drooling. My hope is to add more oral motor input via the Beckman interventions. Parents are great with their follow through. It is so good to have a family on board with the interventions suggested.
This is a brief \"spotlight\" on my first Communication Matrix child. I am eager to have her parents complete another matrix for her upcoming annual IFSP review.
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4252,"postID":6656,"userID":2016,"timestamp":"2015-08-23T14:35:14.87","Post":{"postID":6656,"title":"Free Back to School Assistive Technology and AAC Prep Workshop","body":"Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
I currently work with adult students who are severely cognitively\r\nimpaired. One student I have been working with makes me think a lot. He is 24\r\nyears old and is also visually impaired. He will make comments throughout the school\r\nday but once I started tracking them they are always the same set of phases at\r\nthe same times. He also repeats the last thing you say to him. My question is\r\nhas anyone dealt with a similar situation and what tools have you done to work\r\nwith an individual like this. Tangible symbols are hard with him because of his\r\narm movement and hand functioning.
Thank you all,
Jessica
","userID":3153,"timestamp":"2015-09-01T08:29:08.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4257,"postID":6691,"userID":2016,"timestamp":"2015-09-01T13:36:49.977","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4265,"postID":6671,"userID":2016,"timestamp":"2015-09-05T09:16:40.857","Post":{"postID":6671,"title":"curious","body":"i am an instructional assistant in a center based program and am interested in reading posts and watching videos pertaining to the use of communicative tools within the learning environment.
","userID":6446,"timestamp":"2015-09-01T10:52:43.467","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4266,"postID":6663,"userID":2016,"timestamp":"2015-09-09T12:32:26.32","Post":{"postID":6663,"title":"The Role of Interveners in Educational Settings","body":"The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4303,"postID":6786,"userID":2016,"timestamp":"2015-10-12T13:54:20.567","Post":{"postID":6786,"title":"Giving My Son Opportunities to Share: Experience Books How to","body":"In response to an earlier post asking about Literacy activities to support communication:
I immediately thought about experience books. Experience books are an amazing tool that can be used for many different learning objectives. This link below shows an experience book I made for my son who is deafblind. It's a book about his gymnastics class. We have also made experience books together about going to the farm, going on a walk in our neighborhood, going to a favorite restaurant, etc..
http://www.pathstoliteracy.org/blog/how-create-exp...
I was wondering if anyone had a literacy activity that they\r\nwould recommend doing with students? I\r\nhave recently just started learning about teaching literacy to students’ who\r\nhave limited communication skills and was wondering if there was something that\r\nseems to work really well?
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nHello! My name is Heather and I am currently in my last year at Wayne State University. I am obtaining my degree in Special Education, Cognitive Impairment, and I am very excited to start on a career in the special education field. I have also been a caregiver for an adult with special needs for the last 7 years.
I am excited to learn more about communicating with children and adults with speech development problems through this community. I also hope to gain more knowledge and resources through this community.
Thank you for your time,
Heather =)
","userID":6491,"timestamp":"2015-10-11T08:59:49.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4306,"postID":6769,"userID":2016,"timestamp":"2015-10-12T21:41:57.663","Post":{"postID":6769,"title":"Including and empowering parents: A \"Mom\" story","body":"A couple years back I helped create a module for NCDB's Open Hands, Open Access Deaf-Blind Intervener Learning Modules. Here is a link to a video, from that experience, that tells my story of the relationship with my son's educational team. I am blessed with an amazing team that goes above and beyond for my son and they include me and value my input and opinions. Collaborating and including families is so important and powerful!
","userID":6428,"timestamp":"2015-10-09T05:55:23.5","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"A video of October's moderator herself!","show":true,"views":833,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":25,"collectionID":23,"postID":6769,"quote":"What could be more important than including and empowering parents?\" Watch this video to see what one mom has to say about it."}]}},{"starID":4307,"postID":6726,"userID":2016,"timestamp":"2015-10-12T21:43:20.713","Post":{"postID":6726,"title":"Hello!","body":"Hello everyone,
My name is Katherine Tierney and I am a student at Wayne\r\nState University. I am excited and cannot wait to learn about the different\r\nways a student can communicate by using assistive technology and/or sign\r\nlanguage. I also cannot wait to learn about the different skills that will help\r\nstudents learn how to speak.
","userID":6484,"timestamp":"2015-09-26T11:56:05.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4308,"postID":6780,"userID":2016,"timestamp":"2015-10-13T10:26:30.157","Post":{"postID":6780,"title":"What I'm Looking Forward To Learning","body":"Hi! My name is Kayla Wood and I am currently a student at\r\nWayne State University studying Special Education. I am currently in a language\r\nacquisition and educational interventions class and have been learning about alternative\r\ncommunication systems and how to modify teaching in a successful and meaningful\r\nway. I am looking forward to learning\r\nmore about the different communication devices and how they help students communicate.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nHi¡
My name is Clara, and I am a Speech&Language\r\nTherapist.
I work in Ceapat. Ceapat is the State Reference Centre for\r\nPersonal Autonomy and Technical Aid in Spain.
Our goal is to support\r\npeople with disabilities and older people to exercise their rights through\r\ninitiatives that improve: the accessibility, the technology and the products,\r\n(including tech for AAC) and the design for all.
I would like to congratulate the group of\r\nprofessionals who carry out this community\r\nand for this wonderful initiative.
Thank you for your excellent work¡¡
Clara
","userID":3268,"timestamp":"2015-10-14T03:15:00.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04","Post":{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4328,"postID":6817,"userID":2016,"timestamp":"2015-10-19T20:29:26.207","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
Hi again! While I could not attach the document to my earlier response, here you~~a Shared Reading strategy called \"CAR\", gleaned from Dr. Karen Erickson and Dr. David Koppenhaver's work and research. Enjoy!
","userID":3157,"timestamp":"2015-10-11T08:01:52.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4333,"postID":6822,"userID":2016,"timestamp":"2015-10-28T10:21:18.143","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4335,"postID":6802,"userID":2016,"timestamp":"2015-10-30T09:41:08.457","Post":{"postID":6802,"title":"Parent Invovlement ","body":"Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4336,"postID":6816,"userID":2016,"timestamp":"2015-10-30T09:42:49.217","Post":{"postID":6816,"title":"Additional Thought","body":"As I was reading through many of your posts, I came across different web resources that you all use in the classroom. Would you mind sharing some of your favorites that I can take a look at?
","userID":6501,"timestamp":"2015-10-19T12:46:56.243","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4349,"postID":6840,"userID":2016,"timestamp":"2015-11-04T17:33:00.567","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4354,"postID":6847,"userID":2016,"timestamp":"2015-11-06T21:23:08.533","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4355,"postID":6833,"userID":2016,"timestamp":"2015-11-06T21:28:53.9","Post":{"postID":6833,"title":"Hello","body":"This is my first time on this site - I am super excited to see what I can find to help me with my job! Can't wait to explore and learn from others!!!
","userID":6536,"timestamp":"2015-10-30T13:33:17.303","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4356,"postID":6829,"userID":2016,"timestamp":"2015-11-06T21:29:35.683","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4358,"postID":6856,"userID":2016,"timestamp":"2015-11-10T16:43:38.457","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4359,"postID":6844,"userID":2016,"timestamp":"2015-11-10T16:43:54.897","Post":{"postID":6844,"title":"Greetings","body":"Hello. I am glad to be a part of this community and am looking forward to working with you all.
","userID":6545,"timestamp":"2015-11-02T15:13:49.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897","Post":{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4368,"postID":6863,"userID":2016,"timestamp":"2015-11-14T13:12:45.51","Post":{"postID":6863,"title":"How do you come up with a \"Total score\" on the matrix?","body":"I went through the training a couple of weeks ago and I am loving using the Matrix with my population, but I need a \"score\" to put on IEP's. I remember hearing something about being able to use a total score some way. How do you all present the information in a score kind of way???? TIA!!!!
","userID":6536,"timestamp":"2015-11-13T12:48:31.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":238,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4369,"postID":6860,"userID":2016,"timestamp":"2015-11-15T20:31:16.217","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4372,"postID":6874,"userID":2016,"timestamp":"2015-11-20T20:52:46.14","Post":{"postID":6874,"title":"Example Goals","body":"I am having some difficulty determining how to write goals based off of the results from the matrix. So I was wanting to ask if anyone has some good examples that they would be willing to share? I appreciate any input!!!
","userID":6528,"timestamp":"2015-11-19T14:12:43.38","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":248,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4373,"postID":6871,"userID":2016,"timestamp":"2015-11-20T20:53:16.19","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477","Post":{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883","Post":{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4380,"postID":6879,"userID":2016,"timestamp":"2015-11-24T15:07:18.04","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4382,"postID":6888,"userID":2016,"timestamp":"2015-12-01T07:54:01.63","Post":{"postID":6888,"title":"Knowlegde is Power","body":"We have come to the end of November and the end of my time\r\nas moderate. I want to thank you for\r\ntaking time to read my posts and to impart the wisdom drawn from your own experiences\r\nor stories. Before I sign off, though, I\r\nwant to share one more story with you.
My son Thomas was recently signed as an honorary member of\r\nthe Men’s Soccer Team at Saint Francis University in Loretto, PA through a\r\nwonderful national program called Team Impact. \r\n Thomas is forming relationships\r\nwith the young men on the team, particularly one player named Nick who has taken\r\nThomas under his wing, becoming his new best friend. Nick\r\nis also studying Elementary and Special Education and, as he is approaching the\r\nend of the semester, he had to give a presentation on a special need that may\r\nbe found in a classroom. He chose to present\r\non deaf blindness, sharing his experience of meeting Thomas and their forming\r\nof a special relationship. Thomas joined him for the presentation…and loved\r\nit!
It really struck me while watching Nick’s interactions with\r\nThomas during his address just how important it is for our up and coming\r\neducators to meet the real life Thomas’s. \r\nIt is crucial for them to know that these children are not just\r\ndiagnoses, but human beings who need their help and patience and courage. The other students who were present for Nick’s\r\npresentation were able to put a face—and a very, very cute one, if I say so\r\nmyself—to a name and his diagnosis. I am\r\nhopeful that they came to understand, even a little, that regardless of how\r\nintimidating he looks on a piece (or many pieces) of paper, he is a loving\r\nlittle boy with a new best pal and his rubber ducky.
I wish you all the best of luck on your own journeys and\r\nthank you for your hard work with our most precious of friends.
","userID":6542,"timestamp":"2015-11-30T17:51:13.34","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":182,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4383,"postID":6887,"userID":2016,"timestamp":"2015-12-01T07:57:04.537","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677","Post":{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4386,"postID":6895,"userID":2016,"timestamp":"2015-12-02T15:10:54.267","Post":{"postID":6895,"title":"Any Communication is still Communication","body":"I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4401,"postID":6904,"userID":2016,"timestamp":"2015-12-08T21:36:37.207","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4402,"postID":6913,"userID":2016,"timestamp":"2015-12-08T21:41:55.023","Post":{"postID":6913,"title":"Father and Son Enjoy a Finger-Tapping Conversation","body":"Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5413,"postID":7936,"userID":2016,"timestamp":"2016-01-04T23:51:23.903","Post":{"postID":7936,"title":"Video: Talking and Eating (with Orion)","body":"For the last day of this memorable month of December guest moderating in the Communication Matrix Community, I want to share a gem of a moment with Orion I was able to get on video where I \"tempted\" and invited Orion to read sign language tactually.
First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
I knew my son was Deaf at 5 days of age. I also knew he had blind spots in his eyes called colobomas, but he clearly saw something. Not yet knowing about deafblindness and the impact of the combined loss, our focus was on his hearing loss. How were we going to communicate with our son? How were we going to know what he wanted, what he felt, what he thought? How was he going to know us? I couldn't imagine how to do that without language. Feeling it would be easier for us to learn American Sign Language than for Dylan to learn spoken English, we jumped into ASL classes when he was only 3 months old. Desperate to make up for the time he didn't hear our voices in utero, I couldn't wait to share this visual language with Dylan. As time
Now Dylan is 19 and is still what the professionals call an emergent communicator. A person who communicates without formal language. In spite of this, we have a rich, full, meaningful relationship that I would not have thought possible without language all those years ago.
Why? How do we communicate without words? How do we talk about the past, the present, and the future? How does Dylan learn new concepts? How does he express his preference?
As I moderate over the next month, I'll share more of what's worked for Dylan and would love to learn what's worked for you in sharing communication with someone who is an early communicator.
Kim
In lieu of a picture, imagine this, Dylan is sitting next to me in his fancy clothes, a smile on his face, and his hand resting on mine, the wedding guests in the distance, as we co-sign a toast we have co-drawn for his brother and his bride. That is the joy of communicating.
","userID":8708,"timestamp":"2016-01-04T22:03:09.12","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"First post from January's Guest Host!","show":true,"views":469,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5422,"postID":7946,"userID":2016,"timestamp":"2016-01-09T10:18:45.9","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5427,"postID":7948,"userID":2016,"timestamp":"2016-01-14T20:52:27.637","Post":{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5436,"postID":7908,"userID":2016,"timestamp":"2016-01-26T20:47:49.06","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5438,"postID":7994,"userID":2016,"timestamp":"2016-02-01T13:06:15.5","Post":{"postID":7994,"title":"Co-drawing as a form of communication","body":"In my last post, I shared my experience of talking with Dylan through tactual sign using a hand-under-hand technique. Often when we think of hand-under-hand, we think of using it to teach someone how to do a task, use scissors, zip their coat, or write their name. It is an alternative to hand-over-hand, where the helper’s hand is on top, making the student’s hand perform tasks, they aren’t yet doing on their own. Hand-under-hand in contrast involves an invitation for the student to rest their hands on yours, so they can “see” through your hands; “see” what you are doing, “see” the object of discussion, “see” aspects of the environment, or to even “see” how to do something. It is an approach that allows the child to maintain control of their body, and to be an equal partner in exploration and interaction. When, I started signing with Dylan in this way, he did not resist, because we already had a history of sharing relationship through touch. Information about hand-under-hand and resources for helping students get familiar with this type of touch are readily available through a simple search of the Internet. But now I want to share a less familiar practice called co-drawing.
Dylan was only four when I first heard Dr. Stephanie McFarland share an overview of Dr. van Dijk’s Curricular Approach, including “Drawing Instructional Strategies.” If you’re like me, you might have thought, “But I can’t draw,” and then left that strategy for someone else. At the time of her talk, I was focused on modeling American Sign Language and exploring what type of symbol, such as object, photograph, or line drawing made sense to Dylan. It never crossed my mind that co-drawing was something I could use at home, as a “language.” Using hand-under-hand to co-write has been a part of our home life, but co-drawing? Not me.
Co-drawing was something that was done at school, with Dylan’s fabulous communication specialist, Megan Mogan, and his incredible Intervener, Doe. I loved hearing the stories of how some fabulous breakthrough happened during there co-drawing exchanges and I loved looking at the co-drawn experience stories that came home every day. Dylan and I shared a brief glimpse of his day through these stories.
Even better were the videos; videos that showed the connection and engagement that occurred as Dylan and Megan or Dylan and Doe wrote together. You can see this process in action in the video below, as Megan was helping Dylan grasp the concept of up in connection with the sign for up through co-drawing. As great as that was, it still didn’t occur to me, that I could draw with him like they did.
Then Dylan’s school placement was changed to home, and I became Dylan’s day-to-day teacher. \"Umm, now what?” I thought, “I can’t draw.” I clearly recalled my struggles in 7th grade art class. Nope. Drawing wasn’t for me. But as with everything we do in our School-Home, I learned from Dylan.
Fortunately Dylan “got it” with my rough stick figures and real objects traced on to the pages of his stories as I ventured into co-drawing with him. His engagement as we drew, led me to try basic drawings, such as a house or a tree, to provide more information. I began to let go of my need to be “good” at drawing in favor of the connection with Dylan and his learning.
The beauty of co-drawing, as with any hand-under-hand technique, is Dylan has a “voice” in it. The feedback between our hands constantly guides the story or lesson that emerges before us. Dylan is able to direct me to a part of the page as a request to elaborate. After just a couple of exposures, his hand can guide the direction of mine, expressing his knowledge of how to draw a rough outline of the United States for example. He also lets me know when I am starting to draw something he doesn’t want to talk about or doesn’t understand by either guiding my hand in a different direction, or taking the page, crumpling it up and throwing it in the trash.
Starting in school as a way to illustrate a concept or create an experience book for the day, co-drawing has evolved to a dynamic communication form wherever we are. I no longer have to worry about having the right picture communication symbol with me, when we leave the house. As long as we have paper and markers, Dylan and I can communicate about anything. It allows for spontaneity of topic, easy adaptations to our schedule, and best of all the opportunity for us to just “talk.”
If you saw Dylan on the Young Adult Panel at the 2015 International CHARGE Syndrome conference, you saw us co-drawing together as we waited his turn. You might have wondered what we were drawing together. Quite simply, I was interpreting for him, in the form of co-drawing, letting him know who was talking, key points of her talk, when his turn was, and what he was going to do. What you couldn’t see as he and I co-signed his presentation, was his “speech” lying there on the table, written out in co-drawn form for him to “read” from as we went along.
For a recent presentation, I looked up information on co-drawing, and found Dr. McFarland’s article, which was written about the time I first heard her talk about Dr. van Dijk’s Curricular Approach. As I read anew the key benefits of “drawing instructional strategies,” I thought about Dylan. Yes, co-drawing does promote the use of his residual vision, as placing his hands on mine draws his eyes to the page. Yes, co-drawing does allow Dylan and I to have communication that is clear to him and to me. Yes co-drawing does encourage Dylan to be an active participant in learning, and life. Yes co-drawing does provide a static communicative referent; that is it provides communication in a form that he can hold onto and refer to again and again. What the article doesn’t list is the benefit of competence and self-determination for Dylan and contentment for me, as we “talk” together through this shared media. I encourage you to give it a try.
Overview of the van Dijk Curricular Approach, Dr. Stephanie Z.C. McFarland, NCDB, Nov. 30, 2000
https://nationaldb.org/library/page/1969
Sample hand-under-hand resource.
http://gsap.coe.uga.edu/resources/instructional-strategies/hand-under-hand/
Images
Co-drawn Dylan Dad Mom
The first image shows a completed co-drawing of 3 stick figures holding hands with smiles on their faces. The figures are labeled Dad, Dylan, and Mom. The bottom of the page says 3-of-us Happy. This is the last page of the first book we co-drew and wrote at home about Dylan and Dad putting the tables together for School-Home.
Dylan Mom co-draw buy water bottles
The second photo shows Dylan and I shoulder to shoulder facing his slant board. The paper on the board has a co-drawn water bottle vending machine with co-drawn figures labeled as Dylan and Deb. Dylan’s right hand is resting on my right wrist as we complete the text “buy water bottles.”
Co-drawing list at Target
I am sitting at a table in Target with Dylan standing beside me, his right hand on mine, as I begin to draw a square, which will become his symbol for batteries. Our paper rests on top of a page that has photographs taken from a video of the simplest electric train, which he enjoyed watching again and again. With each viewing we talked about needing to buy the 3 objects shown on screen, batteries, copper wire, and magnets, so we could make our own. In the store, Dylan wanted nothing to do with the photographs. (I agree they are horrible contrast, but sometimes with familiarity it is enough.) More often though co-drawing our own representation has more meaning for Dylan, as it did on this day, where we stopped what we were doing to co-draw his list.
","userID":8708,"timestamp":"2016-02-01T10:19:53.827","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3367,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5443,"postID":7964,"userID":2016,"timestamp":"2016-02-03T16:47:17.623","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5444,"postID":7998,"userID":2016,"timestamp":"2016-02-03T16:49:45.737","Post":{"postID":7998,"title":"Custom Report Question","body":"Is it possible for companies to buy an annual subscription to the Communication Matrix so reports can be printed as needed? If we purchase credits for custom reports, is there a time limit set on those credits? Thanks in advance for any advice/direction!
","userID":6540,"timestamp":"2016-02-03T08:43:24.453","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":71,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5445,"postID":7990,"userID":2016,"timestamp":"2016-02-03T16:50:54.183","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
Hello!
I was thinking about how rich of an avenue the TEDx Conferences might be to share the research, community, and expertise of Communication Matrix~~might that be on the horizon of the community? :)
","userID":3157,"timestamp":"2016-02-17T15:49:08.253","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":129,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5475,"postID":8042,"userID":2016,"timestamp":"2016-02-25T20:41:16.5","Post":{"postID":8042,"title":"Jake's Journey from Learning Communication to Becoming Literate","body":"As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Hello, I have a question. I work with a child who became Deaf at 2. 5 years of age. Prior to this he was a typically little boy, very active, and very talkative. He is now totally Deaf Blind with the exception of a bit of light perception/sees some shapes. His Cochlear Implant did not work and he no longer wears this. He is learning ASL, Braille, and Cane use skills, and is doing very well. He is currently 7 years old and recently indicated some interest in speech and his SLT is working on mouth formation and producing sounds with him. I have been told that he has said the word Mom. I am curious if anyone has a similar experience and any helpful strategies including cued speech or Tadoma? One thing that I did notice is that he is very interested in making sounds and mouth movements and at times can be disruptive to the classroom with his noises and spitting behavior. I am curious if anyone has had this experience as well and any suggestions. Thanks so much! Rose
","userID":3122,"timestamp":"2016-02-25T09:10:01.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":250,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5477,"postID":8058,"userID":2016,"timestamp":"2016-02-25T20:46:07.82","Post":{"postID":8058,"title":"Written expression","body":"Communication is the first step toward literacy. Literacy is often thought of as reading a book. However, literacy is so much more as we have been discussing all month. There is a significant amount of research that demonstrates that writing is as important as reading to develop literacy skills. For students with significant and complex learning needs, writing is not only possible, it is important to maximize literacy and communication development. However, what if the student can't hold a pencil or even know what a pencil is for?
There are alternative pencil options available for all kinds of communication and literacy experiences. If you would like more information about different methods to develop writing skills please see:
http://literacy.nationaldb.org/index.php/writing/
https://www.med.unc.edu/ahs/clds/products/available-for-purchase
https://sites.google.com/site/thejoyofoccupationaltherapy/
Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5482,"postID":8040,"userID":2016,"timestamp":"2016-02-28T21:03:46.91","Post":{"postID":8040,"title":"Routines & Socialization as Literacy Experiences","body":"Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I want to share this post in the hopes of receiving feedback and facilitating conversation about the issue of tactile symbol standardization. any experiences or input you might have on this topic would be appreciated. It would be easiest for me to locate and respond to your thoughts if they are posted on the pathstoliteracy.org site, but I will also check here.
Linda Hagood
pathstoliteracy.org/blog/question-symbol-standardization-invitation-discussion
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113","Post":{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5500,"postID":8118,"userID":2016,"timestamp":"2016-04-10T12:55:09.747","Post":{"postID":8118,"title":"Hello, April!","body":"Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
The Utah Schools for the Deaf and the Blind are taking a novel approach to learning and socializing for students. They have pioneered the use of music therapy at the school. The environment of experiencing music together in a group and learning about it together has cultivated many positivegrowth areas for students. Whether they have more confidence or more autonomy, the opportunities are seen all around. The instructor, Rachel Lightly states on the matter of developing new skills from this class:
“\"Communication skills, cognitive skills, social skills, all those other things you don't really think about,\"
I think that as professionals and/or family members we can all take something from this story and apply it to our lives when it comes to education and the many valued avenues available.
Learn more by clicking here to view the full news story.
","userID":8674,"timestamp":"2016-04-22T22:59:18.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":73,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5517,"postID":8123,"userID":2016,"timestamp":"2016-04-25T01:47:26.847","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5525,"postID":8182,"userID":2016,"timestamp":"2016-04-28T19:55:46.563","Post":{"postID":8182,"title":"Reflection","body":"I was asked to make a video on the topic of reflection and how it influences an Intervener. While it is an important part of my role, it is also important for every educator's role.
I'd like to share it with you, even though I was clearly very nervous to film it! Selfie videos are not in my comfort zone!
The video is captioned, however the color of the caption and background isn't high contrast. If you would like a transcript, please email me at shannon.zywiec@nemetro.k12.mn.us and I would be happy to send it to you.
Shannon
","userID":8827,"timestamp":"2016-04-25T23:58:06.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5532,"postID":8119,"userID":2016,"timestamp":"2016-05-06T04:42:51.557","Post":{"postID":8119,"title":"Getting Back To The Basics","body":"It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5533,"postID":8194,"userID":2016,"timestamp":"2016-05-06T04:44:57.323","Post":{"postID":8194,"title":"Videos Series on the Use of Technology with Evidence Based Early Intervention","body":"
A new video series about the use of technology with evidence based early intervention illustrates how video, video conferencing, and related technologies can improve access to and the quality of supports for families, as well as better enable teams to practice evidence-based early intervention services. The videos can be viewed at:
http://ddc.ohio.gov/video-ei-series
It is suggested that you watch the videos in order:
1.\tAn Overview of Using Technology to Support Families in Early Intervention
2.\tUsing Video to Enhance Play, Communication, and Relationships
3.\tUsing Instant Messaging and Video for Just-In-Time Support
4.\tUsing Video and Video Conferencing to Enable Team Meetings over Distances
5.\tUsing Facetime to Enhance Team Collaboration
6.\tA Virtual Home Visit with Liam's Family
7.\tA Virtual Co-Visit with Straton's Family
8.\tUsing Video as a Foundation for Reflective Supervision
The series was produced collaboratively by the Ohio Association of County Boards of Developmental Disabilities, a grantee of the Ohio Developmental Disabilities Council, the Bridging the Gaps in Ohio Part C Service Delivery Project, the BHN Alliance (Belmont, Harrison, and Noble County Boards of Developmental Disabilities), videographer Larry Edelman, and most importantly, families and early intervention practitioners in Ohio.
Module1: Understanding Your Child'sCues
We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Even babies let us know what they want!
1. Make careful observations of the child's behaviors so you can interpret their meanings, e.g., \"I want xxx or I like xx\" or \"I don't want xxx or I don't like xxx\"
These refusal and requests are the first communicative behaviors that all children demonstrate. When adults Interpret and promptly respond to these refusal and requests, the very young child discovers the power of communication and learn to use these behaviors intentionally.
I was wondering if anyone had research/resources for sign language for those who are blind. My student is 20 years old. We have attempted picture cards with tactile input for yes/no however he has shown inconsistent functional use of the pictures. During feeding he will consistently show a sign for drink by forming his hand ready to hold a cup. With modeling he will at times sign a modified more. I wanted to build on these skills since he gravitates toward sign over pictures with tactile input.
If anyone has research or ideas that would be great. Thanks!
","userID":15006,"timestamp":"2016-11-15T21:25:04.28","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5713,"postID":8560,"userID":2016,"timestamp":"2016-12-02T21:18:35.053","Post":{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
","userID":14433,"timestamp":"2016-12-01T03:13:20.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5704,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":158,"collectionID":98,"postID":8560,"quote":"Groups are real, and they are fun!"},{"collectionItemID":200,"collectionID":106,"postID":8560,"quote":"AAC Implementation: Authentic communication and participation...How much fun are we having? This collection focuses on building community/friendships. Lots of great examples."},{"collectionItemID":267,"collectionID":121,"postID":8560,"quote":""}]}},{"starID":5714,"postID":8559,"userID":2016,"timestamp":"2016-12-02T21:18:55.27","Post":{"postID":8559,"title":"Language assessment tool for a Deaf-Blind Student","body":"Hello, I am received a request, and am wondering if anyone knows of a good language assessment tool to use with a Deaf-Blind student who uses American Sign Language/Tactile Sign to communicate. This student lost his vision and hearing due to meningitis at age 2. He is not cognitively impaired. He essentially has as no hearing and no usable vision to allow him to use standard tools commonly used with hearing impaired or vision impaired students. Has anyone had any experience with this?
Also, I think they are also looking for an assessment tool to determine ASL proficiency if anyone has any assessement tools for that.
","userID":3122,"timestamp":"2016-11-28T20:58:40.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2140,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5715,"postID":8540,"userID":2016,"timestamp":"2016-12-02T21:19:10.507","Post":{"postID":8540,"title":"What does fun have to do with AAC implementation?","body":"We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
","userID":14433,"timestamp":"2016-11-20T22:27:46.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3232,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":156,"collectionID":98,"postID":8540,"quote":"Fun is key to AAC!"}]}},{"starID":5716,"postID":8547,"userID":2016,"timestamp":"2016-12-02T21:21:22.397","Post":{"postID":8547,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:50:57.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1217,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":157,"collectionID":98,"postID":8547,"quote":"Thanksgiving fun"}]}},{"starID":5727,"postID":8572,"userID":2016,"timestamp":"2016-12-23T01:25:18.077","Post":{"postID":8572,"title":"Checking for Comprehension During Literacy Activities, by Casy Walker","body":"While there are challenges to identifying comprehension through assessment and in conversation, I will share a few strategies I use to check for comprehension when working with individuals with complex communication needs.
During most activities, asking a simple question that is inconsistent with the story or pictures allows for an early attention check. For example, if reading a page where two characters are dancing, I might ask, “Are they painting?” Many times, individuals will respond (i.e., look at me like I am crazy) because obviously, they are not painting they are dancing. Although this strategy does not assess what specifically they understand, it does help check if they are paying attention and also that they understood the question asked. It can also be a strategy to facilitate expressive language by having them correct you and share the correct verb or phrase.
Another classic strategy to check for comprehension is to provide choices using verbal expression or picture symbols. While reading a story, I would prepare many different story grammar symbols from the book including verbs, characters, settings, and emotions.Depending on the level of the communicator, using different types of symbols can also help identify where the breakdown in comprehension might be occurring.If you ask a “who” question and they provide you a picture symbol of a“place,\" then they might not yet comprehend the difference between “who”and “where” questions. My favorite way to use this strategy is with the GoTalkapp. Before reading a book, I take pictures within the book (and other books)and load them into a 4x4 matrix, one matrix for each question that I would like to ask. This app allows you to tailor the number of pictures to adapt it for each individual.
Since I am also a dancer, I love to incorporate movement and music into my activities. To check for comprehension of verbs, I will often act them out and have my students act them out with me when possible. If I see a challenging or new verb (e.g., tripped) when reading a story, I act it out and label the word with a picture symbol and spoken word.If students are able, I have them act it out also to demonstrate that they understood the meaning of the verb.
These are only three strategies tocheck and facilitate comprehension in individuals. Do you use similar strategies? What comprehension checks are your favorites?
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Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
Yew, S. G. K., & O’Kearney, R.
(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
prospective studies. Journal Of Child Psychology And Psychiatry, And Allied
Disciplines, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Yoder, P., Watson, L. R., & Lambert,
W. (2015). Value-Added Predictors of Expressive and Receptive Language Growth
in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
Certainly, increasing peer interactions among children who use AAC is an important step in improving children’s social competence. Yet, being able to promote meaningful, quality friendships is a broader, long-term issue. The probability of a child adapting to AAC as a means of communication is contingent on how well their surroundings respond to their communication via AAC. Timely and appropriate responses to the child’s communication are some of the factors that influence the child’s likelihood to use AAC. Given that the child who uses AAC spends the majority of her time with her parents and her classmates, how should interventionists decide what vocabulary should be made available on the Speech Generating Device with the consideration of the child’s communication, physical, nourishment, and communication needs without friendships losing its importance? How might current intervention programs promote the development of friendships?
Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
","userID":20555,"timestamp":"2016-12-10T21:08:33.637","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":162,"collectionID":101,"postID":8568,"quote":"Intervention Considerations"}]}},{"starID":5732,"postID":8575,"userID":2016,"timestamp":"2016-12-26T19:42:38.007","Post":{"postID":8575,"title":"Comprehension in AAC Users, by Phebe Albert","body":"What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]}},{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95","Post":{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]}},{"starID":5738,"postID":8588,"userID":2016,"timestamp":"2017-01-09T02:56:01.327","Post":{"postID":8588,"title":"Using the Matrix","body":"I have found the matrix helpful in developing new IEP goals. It has helped point me in the direction of my student's next \"steps\" in regards to language development and use.
","userID":14147,"timestamp":"2017-01-06T20:12:08.327","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5739,"postID":8589,"userID":2016,"timestamp":"2017-01-09T02:57:11.39","Post":{"postID":8589,"title":"How do Bilingual Children with Language and Cognitive Impairments Compare with Monolingual Children? ","body":"Bilingual language development is a common experience across the globe with an estimated 50% of the world’s children growing up exposed to more than one language (Crystal, 2003). Thus, it seems logical that our discussion of supporting children with complex communication needs includes children who grow up in bilingual and multilingual environments. Evidence from the literature related to bilingual language development in typically developing children points to no substantial negative effects of bilingual language development and possible cognitive advantages (Bialystok et al., 2009).
However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:47:18.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2082,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":208,"collectionID":109,"postID":8711,"quote":"Monitor infant-toddler communication growth with a play-based assessment!"}]}},{"starID":5803,"postID":8699,"userID":2016,"timestamp":"2017-03-10T21:25:37.433","Post":{"postID":8699,"title":"Communication in place of behaviors","body":"I have student who only uses single words to label, share information and greet. The student struggles to request things if not given visual choices let alone combine 2-3 words to make the request more clear to the communication partner. We have tried to target this goal during highly motivating times; however, have still not seen much progress. Any other ways to target this?
","userID":14990,"timestamp":"2017-03-06T14:59:25.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5810,"postID":8692,"userID":2016,"timestamp":"2017-03-15T15:35:47.72","Post":{"postID":8692,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:31:35.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1449,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":205,"collectionID":108,"postID":8692,"quote":""}]}},{"starID":5826,"postID":9762,"userID":2016,"timestamp":"2017-05-04T12:12:19.21","Post":{"postID":9762,"title":"Reluctant User","body":"I have a student who will use her device at school with prompting, but not at home. She tries to throw it away at home. They would like her to use it there. Does anyone have any suggestions?
","userID":18914,"timestamp":"2017-05-02T18:52:33.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":895,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":402,"collectionID":154,"postID":9762,"quote":"This post includes a thread related to how to encourage a \"reluctant user\" to use her communication device. The comments section includes some excellent suggestions for others facing similar challenges. "}]}},{"starID":5827,"postID":9761,"userID":2016,"timestamp":"2017-05-04T15:58:48.967","Post":{"postID":9761,"title":"Unite for Literacy","body":"There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
I have a student who receives ABA therapy outside of school. They appear to be using his device in therapy, but purely for assessment/testing purposes. He is reluctant to use his device for purposes other than those targeted in ABA. Does anyone have suggestions (other than information about aided language stimulation/modeling) for changing this behavior?
","userID":15266,"timestamp":"2017-04-19T12:42:01.303","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5834,"postID":9769,"userID":2016,"timestamp":"2017-05-11T00:33:14.013","Post":{"postID":9769,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:32.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":223,"collectionID":112,"postID":9769,"quote":"Use of a cultural humility approach can be essential to fostering collaborative, sensitive, and meaningful AAC services in low-resource areas. This post provides a brief discussion about the basics of cultural humility."}]}},{"starID":5840,"postID":9807,"userID":2016,"timestamp":"2017-06-01T22:12:52.157","Post":{"postID":9807,"title":"Setting the Scene: Facilitating Language Development with a Student who has CHARGE Syndrome","body":"This week I will be sharing with you the top four gems I found while facilitating and developing language with my student who has CHARGE Syndrome. I have permission from his parents to talk about the strategies we have discovered. I want to provide some background knowledge on both of us for you before I get into the strategies. His name has been changed to \"Marcos\" for his privacy.
When We Met
Marcos and I began working together 3 years ago. His “hearing age” is just a tad bit older than that now because the interpreter before me noticed that he did not seem to respond to sound at all. His parents listened to her observation and brought Marcos back to the audiologist. They found that cochlear implant surgery had failed. It was staggering news. So they re-embarked on the cochlear implant journey and tried the surgery again. June of 2014, the new implant was programmed and turned on. In July, Marcos went back to pre-k with a new interpreter. Me. I began running around like a maniac, trying to save the processing device from being put away in the play kitchen cupboards, or lost in the sand box, and even snatched up by another student who liked to flush everything down the toilet! Oh my! As you likely know, they are magnetic and so are door jams, buses, and table legs! Oh, how much he has grown since then! By mid-year he was on the speech banana. He could recognize sounds! The implant worked this time. This was a huge breakthrough and a huge relief to his family after going through surgery twice, I cannot imagine how many fingers and toes they had crossed for this. Even though he was able to hear all 6 Ling sounds, Marcos seemed to prefer silence.
\nRealizing My Role
As a sign language interpreter, I was trained to support anyone with hearing loss, who used sign language, through interpreting services. But I will be honest with you, the focus during my training was typically toward the Deaf Community and people who adhered to Deaf Culture, not 3 year-olds with CHARGE Syndrome and a shiny new $10,000 processing device, who cannot yet tell you their preferences. I realized my role would be a bit different than what I had specifically prepared for as “interpreter”. This student was going to need so much support to orient to the world around him before I could be of any use interpreting formal language for him. It was my job to try and make the world make sense. I would need to figure out his preferences.
\nMy role took on a whole new meaning when I began to realize that I must also orient Marcos to sounds happening around us and what they meant and teach him to listen. When working with someone with deafblindness, I was trained to also incorporate what is going on visually. With this student I began to feel my role of interpreter blend into a role I had previously trained for, Support Service Provider. So that is how I began to function. I did not realize that there was actually a job for this until much later called “intervener”.
\nBackground on Marcos Levels on the Matrix:
Our first year together Marcos typically used some but not all areas of Level 1, 2, and 3 and began to emerge into Level 4 on the Communication Matrix to communicate.
\nOur second year together Marcos typically used mostly Level 2, 3, and some of 4.
\nThis current school year Marcos spans a wide range of levels from 3 to 4, some 5, 6, and 7.
Over the next four days I will share some of the observations I made as Marcos’ interpreter and some of the ways we were able to mediate some of the challenges to increase his ability to understand and express language. I am looking forward to this!
\nI also want to extend a huge thanks to Marcos and his family. Thank you for your permission to share my experiences with your son.
\nThis week's topics will include posts on the gems we discovered:
\nHearing - “But he won’t keep it on!” - How we got \"that thing” to stay on his head
\nGoing Beyond Labeling - Auditory Verbal Therapy and modeling comments
\nAssigning Meaning to Expressive Attempts - Just do it.
\nPromoting Literacy - The sounds have signs. Both have a written form!
*Check back soon because I will be adding a YouTube video for signed version of this post.
","userID":13582,"timestamp":"2017-05-29T15:27:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1201,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":233,"collectionID":116,"postID":9807,"quote":"This post gives some background information on my student Marcos and I so that my next few posts will make more sense. 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Shared by his mother, one of our module creators, from PA. She is using this love to create joint attention... sharing the lilacs together.","userID":2016,"timestamp":"2014-06-24T16:21:18.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2,"justification":null,"show":true,"views":643,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1024,"postID":1336,"userID":9043,"timestamp":"2014-06-24T17:58:43.497"},{"starID":1026,"postID":1336,"userID":1012,"timestamp":"2014-06-25T13:27:46.463"},{"starID":1027,"postID":1336,"userID":1015,"timestamp":"2014-06-25T16:22:22.16"},{"starID":6203,"postID":1336,"userID":370606,"timestamp":"2026-01-26T04:46:48.757"}],"PostCollectionItems":[]},{"postID":1356,"title":"Deafblind Young Adults Support UN Convention","body":"Please see a link to this video which has an audio described and text transcript. It was created by a group of young adults who are deafblind who have formed their own 501.c.3. The editing for the video, the images in the video, and even the music were all written by young adults who are deafblind. Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1030,"postID":1356,"userID":1012,"timestamp":"2014-06-30T10:43:02.717"},{"starID":1031,"postID":1356,"userID":1015,"timestamp":"2014-06-30T10:47:06.123"},{"starID":1033,"postID":1356,"userID":2016,"timestamp":"2014-07-02T10:16:34.387"},{"starID":1040,"postID":1356,"userID":2020,"timestamp":"2014-08-07T10:51:43.57"}],"PostCollectionItems":[]},{"postID":1372,"title":"The Matrix and Parents of Children with Autism in Kyrgyzstan","body":"I recently had a beautiful opportunity to speak to some parents of children with autism in Kyrgyzstan via skype. I was invited by a former doctoral student of mine, Rebecca Sheffield, who is passionate about the rights of persons with disabilities around the world. Rebecca has been doing advocacy work around the UNCRPD and became connected with this family group through those efforts.\r\n\r\nAs the mother of a son on the autism spectrum, I was invited to share some of my own journey as well as professional insights on communication rights and access. This was both a challenge and a pleasure. \r\n\r\nIn the absence of having formal services or access to special education, these families have used their own resources- both intellectual and financial to form a school for their children. Through a network and through the internet, they are inviting people around the world to be a part of their professional development efforts. It is truly an inspiring group.\r\n\r\nBefore the meeting, I spoke with Charity about getting access to the Communication Matrix in Russian. She quickly gave me the materials and we were able to share these with all of the families who reviewed them before the session.\r\n\r\nAs I talked about a personal journey with communication and my deep respect for Charity's work and the design of the Matrix, I felt a profound connection with the families.\r\n\r\nWe talked across at least 7 time zones. They sat in a plain room with a laptop projecting slides about the Matrix, and Rebecca's and my skype images on a wall. Through the camera, I saw these mothers, and one man, a volunteer, sitting in plastic chairs and looking at the camera and the screen. Their translator, Jibeka, performed the slow and herculean task of sharing our messages from English to Kyrgyz (Kyrgyztan is bilingual with the official languages being Kyrgyz and Russian). \r\n\r\nThey asked questions about their daughters and sons. We talked for over 2 hours. When I mentioned that Charity herself was interested in talking with them, there was a hushed silence and then Jibeka and the others on screen smiled broadly and looked at each other. They would be most honored to have her as a guest speaker at a future session.\r\n\r\nAs they prepare to have a visit from the UN, it was wonderful to ponder that some of the work that they would be showing as a part of their efforts to develop programs for their children will be about the Matrix.\r\n\r\nIt is my hope that this wonderful community and this profoundly influential work that Charity has led will impact more children and families around the world.","userID":2016,"timestamp":"2014-07-02T09:37:09.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":746,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1034,"postID":1372,"userID":9043,"timestamp":"2014-07-07T08:42:12.867"}],"PostCollectionItems":[]},{"postID":2609,"title":"Wisdom from Karen","body":"In Karen's interview about the work that she does, she spoke about remembering the difference in power between teachers and students who are developing communication. Can't wait to post her video!","userID":2016,"timestamp":"2014-08-08T11:30:37.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2109,"postID":2609,"userID":1015,"timestamp":"2015-01-01T17:25:20.65"}],"PostCollectionItems":[]},{"postID":2622,"title":"Check on this webinar on mobile devices to support students with significant disabilities!","body":"Register for CEC’s fall 2014 webinars now!\r\n\r\niAccess: Mobile Devices to Enhance Learning for Students with Significant Needs\r\nIn collaboration with the Division for Physical, Health, and Multiple Disabilities (DPHMD)\r\n\r\nThursday, Sept. 11, 2014, 4-5 p.m. ET\r\nPresented by: Alexandra Da Fonte, Victoria Knight, and Bethany McKissick\r\n\r\nhttp://www.cec.sped.org/Professional-Development/Events-Calendar/2014/09/WEB1405?utm_source=cec&utm_medium=email&utm_campaign=webinar&utm_content=WEB1404\r\n","userID":2016,"timestamp":"2014-08-14T15:41:37.503","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":86,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32"},{"starID":1050,"postID":2922,"userID":1012,"timestamp":"2014-10-01T12:01:40.513"}],"PostCollectionItems":[]},{"postID":2933,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2934,"title":"What is this Community all About?","body":"It is a real honor to be a part of Dr. Rowland's efforts to connect people who are interested in supporting individuals with complex communication needs across the globe! \r\n\r\nAs you discover things that work in your own life, with your own students, and in your own practice, we hope that you will share them here. This is a place to come to gather practical information and to find ways to improve what we do with people. Ultimately we know that responsive communication partners and good communication practices can lead to better quality of life for all people, but especially for individuals with complex communication needs. \r\n\r\nWhat do you think about this new video? We would love to know and please share it with your networks!","userID":2016,"timestamp":"2014-10-02T06:41:52.067","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a welcome for the community with a wonderful video that shares the vision of this community.","show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1055,"postID":2934,"userID":1012,"timestamp":"2014-10-09T08:15:53.78"}],"PostCollectionItems":[]},{"postID":2935,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2936,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2937,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2938,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2939,"title":"Have you ever been lost?","body":"Have you ever become lost or disoriented when you were traveling somewhere? It isn't a good experience, is it? \r\n\r\nLast night, I got off of a plane after a long flight and decided to take the metro to my hotel. To make a long story short, I got lost! I thought I knew where I was going, but ended up very disoriented. I walked for several minutes alone, in the dark, on unfamiliar streets before finally finding my way to my hotel... even when using my smart phone. It may seem silly, but when you think you know where you are going, and it isn't working out, it can actually be worse than knowing at the start that you don't know where you are!\r\n\r\nHow does this relate to the Communication Matrix Community of Practice? Well, I was reflecting on my experience last night and remembered how much I have appreciated the Matrix as a tool for helping a team figure out where you are going with a student based upon what she needs. The tool itself and this new community can help orient you to where you are with a student and where you need to go! \r\n\r\nAs a family member of someone with complex communication needs, and as a professional who works with family members, the feeling of being lost or disoriented in what to do to support a person with complex communication needs is a SCARY one! You can think you know where you are going and end up in the wrong place with a person whose needs are not being addressed. The Matrix can help you see what a child is communicating about and it can give you some practical strategies to support her where she is and it can help you know where you want to go to make progress in the communication journey. \r\n\r\nI also was reflecting on my role this month as a moderator in the community. What excites me is that the community provides us with support in \"way finding\" with individuals with complex communication needs. People can offer you advice or support where ever you may be on the path. You can also leave information for others who may be feeling overwhelmed with what to do to support a specific person. \r\n\r\nSo feel free to chime in to offer your thinking about what has helped you along your journey with students or families. And we ENCOURAGE you to ask for directions (even if you have a smart phone)! Hint the PLEASE HELP tag can be used to request that a member of the community respond to specific requests.","userID":2016,"timestamp":"2014-10-02T08:09:33.78","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Sometimes, we all need some direction in our work with individuals with complex communication needs.","show":true,"views":139,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1053,"postID":2939,"userID":1012,"timestamp":"2014-10-03T15:47:07.753"}],"PostCollectionItems":[]},{"postID":2940,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2944,"title":"Identifying Infants and Toddlers with Combined Vision and Hearing Impairments","body":"Did you know that many children with severe or multiple disabilities have sensory impairments but these disabilities might not be recognized or accommodated properly? \r\n\r\nWe know from years of practice and research that early identification of sensory impairments is vital so that very young children can maximize the vision and hearing that they have, sometimes with devices and often with good intervention that involves family members.\r\n\r\nPlease see the attached, newly updated white paper on effective early identification and referral efforts for infants and toddlers who are deaf-blind. For more information about what is going on in your state, please visit: https://nationaldb.org/groups/page/8/early-identification-and-referral\r\n\r\nFinally, Dr. Rowland's work has included many students who are deaf-blind. Be sure to explore the ever growing shared science section of the website.","userID":2016,"timestamp":"2014-10-07T20:23:09.197","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1054,"postID":2944,"userID":9043,"timestamp":"2014-10-08T15:36:39.647"}],"PostCollectionItems":[]},{"postID":2945,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2946,"title":"Open Hands, Open Access modules feature the Communication Matrix","body":"When the Office of Special Education Programs asked the National Center on Deaf-Blindness to make recommendations to improve intervener services, one of the things that state partners, including family members, told our center was that the national community needed access to more high quality training materials, including videos, that anyone could access. Now, you may be asking yourself, what is an intervener? \r\n\r\nIn educational settings, an intervener provides consistent one-to-one support to a student who is deaf-blind, specifically by supporting the student's access to environmental information, communication, and social/emotional engagement. Intervener services are provided by individuals, typically paraeducators, who have specialized training in deaf-blindness and in the process of intervention.\r\n\r\nIn response to this request, one of the recommendations, that happens to be a major part of my job, focuses on the development of this media rich, open access learning resource, called the Open Hands, Open Access Deaf-Blind Intervener Learning Modules. OHOA for short!\r\n\r\nBecause of Dr. Rowland's research and creation of open access materials for people with complex communication needs, it was evident that our center needed to partner with her as an advisor and creative partner. Her work on the Communication Matrix is featured in Module 6: Understanding Communication, which is one of 8 open access modules.\r\n\r\nIt is thrilling to me and to many contributors, including several articulate and passionate parents, that the OHOA modules are being used in states to address the lack of awareness that exists about the intervener practice. Appropriately, the Communication Matrix is a part of addressing the very real needs that educational teams have in serving students who are deaf-blind. \r\n\r\nFor more information and to explore this media rich resource, please visit: https://nationaldb.org/library/page/2269","userID":2016,"timestamp":"2014-10-08T22:11:01.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":471,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2957,"title":"Beautiful Brown Eyes- Sensory Impairments in Children with Multiple Disabilities","body":"And so the song goes-\r\n\r\n\"Beautiful, beautiful brown eyes.\r\nBeautiful, beautiful brown eyes,\r\nBeautiful, beautiful brown eyes, \r\nI'll never love blue eyes again.\"\r\n\r\nHe cradled her in his arms, singing to his daughter, a young girl with cerebral palsy, intellectual, and multiple disabilities. She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. She is still my teacher and I hope through this short story that she will be yours too.","userID":2016,"timestamp":"2014-10-12T13:38:27.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This personal story highlights the power of parent engagement for individuals with multiple disabilities and sensory impairments.","show":true,"views":3230,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1060,"postID":2957,"userID":1012,"timestamp":"2014-10-13T09:32:36.003"},{"starID":1062,"postID":2957,"userID":9043,"timestamp":"2014-10-13T15:37:13.58"}],"PostCollectionItems":[{"collectionItemID":53,"collectionID":23,"postID":2957,"quote":"Our children grow up and change and move on. But sisters are sisters forever. Here's a great story about growing up as sisters."},{"collectionItemID":168,"collectionID":103,"postID":2957,"quote":"This is a reflection on my own relationship with my sister and how she has effected my professional journey"},{"collectionItemID":436,"collectionID":160,"postID":2957,"quote":"Sisters sharing a bond & our experiences may lead to career choices"}]},{"postID":2959,"title":"Concept and Language Development Go Hand in Hand","body":"I wanted to share this great video of an educator working with a young boy with CHARGE syndrome. She is accommodating his vision and hearing loss by using an hands on activity. Notice how she uses multiple means to teach the concept of up, including hand under hand approaches, co-active drawing, and motion.","userID":2016,"timestamp":"2014-10-13T12:48:45.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":222,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2960,"title":"Natural Opportunities for Communication in Family Life","body":"Dr. Rowland has does such a wonderful job in emphasizing the roles of family members and parents as full participants in communication assessment, intervention and planning. \r\n\r\nIn my former role as a professor, I encouraged all of my students to read Home Talk: A Family Assessment of Children who are Deafblind. Here's a link to this rich and practical guide for families: https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf\r\n\r\nThe attached video is a beautiful example of the natural opportunities that everyday routines in the course of the day offer children the chance to intentionally communicate. Joel's mom helps him participate in the exchange by pausing and acknowledging his subtle responses. \r\n\r\nWould love to see some of your own examples of family members building these opportunities to communicate. Feel free to share your own examples!","userID":2016,"timestamp":"2014-10-13T16:31:33.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":653,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1064,"postID":2960,"userID":9043,"timestamp":"2014-10-15T14:33:40.403"}],"PostCollectionItems":[]},{"postID":2961,"title":"Practical advice on a cochlear implant from a parent","body":"Jody, a parent leader, shares a respectful approach in working with her son who has CHARGE Syndrome. Notice how she respects his choice in using the implant and allows him to have control of the device.","userID":2016,"timestamp":"2014-10-14T23:05:54.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1063,"postID":2961,"userID":9043,"timestamp":"2014-10-15T14:29:02.227"}],"PostCollectionItems":[]},{"postID":3961,"title":"Heather describes the importance of hands","body":"I wanted to share this great video in ASL from Heather, a magnificent blogger, parent of a child who is deafblind. In the video, she describes the frontier of the touch sense for students who are deafblind. Though there isn't as much research on sharing attention or having conversations through the touch sense, Heather reminds us of how important this sense is for communication and learning. \r\n\r\nCheck out her blog too for more wisdom: http://hexwit.blogspot.com/","userID":2016,"timestamp":"2014-10-21T08:33:41.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"more video wisdom from a parent. Heather happens to be Deaf, is a blogger and shares insights on the importance of touch for learning.","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2063,"postID":3961,"userID":9043,"timestamp":"2014-10-22T14:51:33.023"}],"PostCollectionItems":[]},{"postID":3962,"title":"Self-Determination- Early Communication","body":"Sometimes as educators or parents we see a child's refusal as a \"bad\" thing... an inconvenience in our busy schedules and routines. Heather shares a story of her son's refusal and recognizes it as an early expression of self-determination- a skill we want to promote! We know that people with complex communication needs often may develop \"learned helplessness\" or a sense of powerlessness in their lives which can lead to increased passivity and depression. Let's remember that saying \"no\" can be a GREAT thing and may open the door to more conversations about what a person wants to do!","userID":2016,"timestamp":"2014-10-21T08:43:57.49","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3964,"title":"OHOA Modules- Open Hands Open Access","body":"CM community members- I wanted to make sure that you all know about a great, free training resource that supports teams working with students who have deafblindness. I also believe that it would support many of you who are interacting students with complex communication needs whether they have additional sensory losses or not.\r\n\r\nThe multimedia modules are called Open-Hands, Open Access (OHOA) and they were created by a network of national and state deaf-blind projects, university personnel, teachers, parents, and others to address a national need for interveners. What is an intervener, you ask? Check out one of the attached videos to hear more from Gloria about the three essential functions of an intervener for students who are deafblind. If you would like some written information about interveners, please visit: https://nationaldb.org/library/page/2266\r\n\r\nWhat we have found is that the OHOA modules are also useful for other team members, including family members, who want to know more about effective ways to support students who are deafblind. To find out more or to sign up for free please visit: https://nationaldb.org/library/page/2269\r\n\r\nI am also sharing one of my favorite videos that shares the story of a conversation that a teacher and a student have without formal language. This video conveys a profound respect for taking the time to communicate and share experiences with our students who have complex communication needs. Perhaps you, wherever you may be in your journey with students, have similar stories of a point in time when you connected around an activity or experience. In that moment, your \"conversation\" might have led you to a richer understanding of the student a fellow human being--it might have offered you insights into how to gradually support the student into developing more expressive communication skills. \r\n\r\nThis virtual community is about sharing these stories and approaches. We welcome your voices here and through your stories, videos, pictures, or plans, the voices of people with complex communication needs.","userID":2016,"timestamp":"2014-10-23T13:02:51.187","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Free high quality training that was developed with the expertise and passion of many people. Come and get it!","show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2064,"postID":3964,"userID":9043,"timestamp":"2014-10-24T14:58:11.213"}],"PostCollectionItems":[]},{"postID":3965,"title":"Bond between parents and children","body":"Heather beautifully describes the bond between she and her son. She offers good advice to parents who may be feeling overwhelmed.","userID":2016,"timestamp":"2014-10-23T13:23:57.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":54,"collectionID":23,"postID":3965,"quote":"A word about feeling overwhelmed. It may be time to play!"}]},{"postID":3969,"title":"Literacy for all: All Children Can Read","body":"Literacy, like communication, can take many forms. Interacting with a variety of media and literacy materials can help provide students with complex communication needs more opportunities to develop literacy skills. Check out this rich resource created by educators and partners in many states to explore practical approaches to meet the needs of children that you know.\r\nhttp://literacy.nationaldb.org/","userID":2016,"timestamp":"2014-10-27T19:54:13.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3970,"title":"Communication- The Eyes Have It!","body":"Have you ever considered how much the ability to read facial expressions impacts the development of reciprocal interactions? I am sharing this brief article from Science Daily about studies of communications with infants who respond to different facial expressions. Think now about many students who have significant health impairments or those with sensory losses, which can impact this cycle of learning to read facial expressions from caregivers. \r\n\r\nhttp://www.sciencedaily.com/releases/2014/10/141027182223.htm\r\n\r\nWhat are some ways that you know of for compensating for these differences? With touch? With creativity? With routines?","userID":2016,"timestamp":"2014-10-28T13:14:44.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3973,"title":"Free Webinar in Spanish for Parents","body":"Please share this free opportunity with your Spanish speaking families! It is a great way to connect families with others from around the nation with the best resources that we have!","userID":2016,"timestamp":"2014-10-30T14:23:11.533","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3977,"title":"Thoughts about \"Privilege\" and Communication","body":"I happen to love this particular vlogger, Austin Andrews. Charity has shared his work in this forum in the past. In this particular vlog, Austin shares reflections on a hearing person's privilege in the Deaf community and what this means. Please check out his fantastic video that explores the issue of partnership with the Deaf community. \r\n\r\nHowever, Austin's thinking and his reflections caused me to think too about the privilege that we have as communication partners for people with complex communication challenges. In a fast paced world, it is so easy to dominate communication exchanges and not allow people with emergent language skills to fully participate. It takes more time and this is often something that we are the most reluctant to give. One of the charter members of our community, Karen Natoci, offered some beautiful insights in a video interview she gave this past August when we gathered to talk about the outreach and work of this community. Check out her reflections about \"power\" in communication exchanges and how we may share our privilege as people without complex communication challenges.","userID":2016,"timestamp":"2014-11-05T10:09:53.977","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2068,"postID":3977,"userID":1012,"timestamp":"2014-11-06T11:31:30.567"}],"PostCollectionItems":[]},{"postID":3979,"title":"Charity on Using Routines","body":"Here is a great clip of Charity talking about the use of symbols within everyday routines so that learning is natural and easy. Routines also make it easier the child to anticipate what objects mean because it contextualizes the conversation and choice making.","userID":2016,"timestamp":"2014-11-05T21:43:16.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3994,"title":"the power of positioning for access and communication","body":"this simple image of a young woman using a stander at home with a family member reminds me of how important positioning is for people to be able to access communication, and use their sensory channels for engaging in the environment.\r\n\r\nAt work, my colleagues are all getting standing desks for work... I guess I'm one of the Luddites that is holding out on this. Today,I stood to work a bit and I found it changed my processing and perspective, just a bit.\r\n\r\nHave you ever found that supporting a student in a new position or making a simple change in your classroom helped the student participate in a new way?","userID":2016,"timestamp":"2014-11-14T20:35:32.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2071,"postID":3994,"userID":1012,"timestamp":"2014-11-17T10:09:34.577"}],"PostCollectionItems":[]},{"postID":4009,"title":"A beautiful example of using wait time","body":"In this lovely video, a young child with multiple disabilities and deafblindness interacts with an early interventionist. This simple use of a pleasant routine and wait time gives the child an opportunity to interact and show that she's interested!","userID":2016,"timestamp":"2014-11-19T20:33:43.153","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"My theme for this month is implementaiton. What do we do after we complete the Communication Matrix assessment and begin to help kids to develop new skills. Here is a wonderful video clip that demonstrates just how that very early expressive communication might look. The interventionist in this video encourages the child to practice his expressive communication. But if she hadn't waited for the response, we might never have known that he could engage her and, in his own way, ask for more singing!","show":true,"views":273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2075,"postID":4009,"userID":1012,"timestamp":"2014-11-24T14:22:06.197"}],"PostCollectionItems":[]},{"postID":4011,"title":"A special CEC publication on deafblindness","body":"Interested to see what states are implementing related to students who are deafblind? Please see this very special issue published by the Division on Visual Impairment and Deafblindness. This issue is dedicated to the memory of Ethan, a boy with CHARGE syndrome. \r\n\r\nhttp://community.cec.sped.org/dvi/publications","userID":2016,"timestamp":"2014-11-24T22:20:42.527","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":348,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2085,"postID":4030,"userID":9043,"timestamp":"2014-12-03T14:22:38.82"},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05"}],"PostCollectionItems":[]},{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347"}],"PostCollectionItems":[]},{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2116,"postID":4124,"userID":1012,"timestamp":"2015-01-05T13:58:36.17"},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433"},{"starID":2118,"postID":4124,"userID":9043,"timestamp":"2015-01-07T14:35:27.18"}],"PostCollectionItems":[]},{"postID":4146,"title":"Integrating Preferences and Objects in a Calendar or Routine","body":"In this clip, Jennifer, a classroom teacher describes her teamwork with an intervener and a student to embed highly preferred objects into a calendar or routine. \r\n\r\nJennifer's work is an example of some of Charity's own early research in using object symbols with students who are deafblind and other students with emergent communication skills. Still a vibrant and practical idea for supporting emergent communicators! Love how the student's voice is \"heard\" as he plans his activities for the day!","userID":2016,"timestamp":"2015-01-15T10:59:49.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Teacher's testimony on how they begin offering choices using tangible symbols to a student at school and at home, and how this opened up a new world for this individual, for the school staff and the family. ","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2127,"postID":4146,"userID":9043,"timestamp":"2015-01-21T10:27:05.907"},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307"}],"PostCollectionItems":[]},{"postID":4147,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4150,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4155,"title":"Spirit of our community- teaching each other!","body":"Jennifer, a teacher, describes how important it is to continue our \"on the job\" training as professionals. She describes that she didn't know about the Communication Matrix and encourages other educators to share what they know. \r\n\r\nThat is part of what this virtual community is meant to do. We all have some knowledge and insights to share!","userID":2016,"timestamp":"2015-01-15T12:11:03.663","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2129,"postID":4166,"userID":2023,"timestamp":"2015-01-22T11:28:46.8"},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803"}],"PostCollectionItems":[]},{"postID":4259,"title":"Email he wished he had received before son's birth","body":"A father's letter back to his younger self- before his son with complex communication needs was born.\r\n\r\nhttp://themighty.com/2015/01/the-email-i-would-have-written-myself-the-day-before-my-son-was-born/\r\n\r\n","userID":2016,"timestamp":"2015-02-01T09:42:00.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4292,"title":"Nice to meet you and preferences!","body":"It was great to see many on this community at our first charter member call! Your ideas about other resources got me thinking about how much I depend upon preferences to elicit and sustain communication. I thought I'd share this great powerpoint developed by a seasoned teacher and leader named Kathee Scoggins. It has some ways to dig into preferences and has some lovely video clips too.\r\n\r\nhttps://docs.google.com/presentation/d/1rUqQ0eMOBC0yBC2Nb4lyl869Lh5-77BHltVZSYiFn5s/edit?usp=sharing\r\n\r\nMore presentations like these can be found in the Open Hands, Open Access Modules. To sign up visit moodle.nationaldb.org\r\n","userID":2016,"timestamp":"2015-02-10T15:10:28.07","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2158,"postID":4292,"userID":1012,"timestamp":"2015-02-10T15:40:32.327"}],"PostCollectionItems":[]},{"postID":5381,"title":"Behavioral Audiometry","body":"A short video sample of a baby participating in a behavioral audiological test with his mom. Have you seen other ways to assess hearing behaviorally?","userID":2016,"timestamp":"2015-03-09T15:03:02.983","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":172,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5382,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5518,"title":"Balancing Acts and Great Expectations- by David Brown","body":"A dear colleague created this reflection that I wanted to share. Although this is written with families of students who are deaf-blind, it applies to so many parents of children with severe disabilities. Important to think about as professionals who walk with families on their journey.\r\n \r\nhttps://nationaldb.org/forum/thread/606\r\n","userID":2016,"timestamp":"2015-05-08T14:10:54.52","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"This post is a lovely reflection that introduces the balancing the courageous paradox that families of children with severe disabilities must face every day. Please read and reflect. ","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3206,"postID":5518,"userID":1015,"timestamp":"2015-05-10T14:52:35.793"}],"PostCollectionItems":[]},{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317"},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453"},{"starID":3213,"postID":5531,"userID":1012,"timestamp":"2015-05-15T15:51:42.683"},{"starID":3216,"postID":5531,"userID":1015,"timestamp":"2015-05-18T09:28:43.04"},{"starID":3231,"postID":5531,"userID":2023,"timestamp":"2015-06-04T16:31:34.177"}],"PostCollectionItems":[]},{"postID":6633,"title":"A chance to meet Charity at the CHARGE Conference in Chicago!","body":"To CHARGE Families Attending the 12th International CHARGE Syndrome Conference in Chicago\r\n\r\nAre you familiar with the Communication Matrix tool for individuals with complex communication needs?\r\n\r\nhttps://www.communicationmatrix.org/\r\n\r\nHave you used this planning tool with your child directly or with her team?\r\nIf so, we would like to let you know about….\r\n\r\nA special opportunity to attend a small group breakfast meeting at the conference hotel with Dr. Charity Rowland, creator of the Communication Matrix\r\n\r\nThursday, July 30th, 2015\r\n7:30 am- 10:00 am\r\n\r\nThe purpose of the meeting will be to discuss the ways that the Matrix has supported your family member with Dr. Rowland. We also hope to create some social media video clips and pictures that will help spread the word about the CHARGE Foundation and the benefits of the Communication Matrix for people with complex communication needs.\r\nPlease complete this short survey to learn more and to sign up to attend:\r\n\r\nhttps://docs.google.com/forms/d/1O7D2Y1qfUcKrkMaF7xt7Pw3UrxacnY4K_lPFobYEcgM/viewform?c=0&w=1 \r\n","userID":2016,"timestamp":"2015-07-27T11:32:08.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6638,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6639,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6640,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6641,"title":"Nolan Introduces the Communication Matrix at the 12th CHARGE Syndrome conference","body":"We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4248,"postID":6641,"userID":2023,"timestamp":"2015-08-04T11:25:15.737"}],"PostCollectionItems":[]},{"postID":6642,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6643,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323"},{"starID":4290,"postID":6659,"userID":2023,"timestamp":"2015-10-07T09:15:19.123"}],"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]},{"postID":6737,"title":"New Field Tested & Free Learning Modules Available","body":"Last night, with the harvest moon glowing, my team at the National Center on Deaf-Blindness opened up some new, multi-media learning modules that emphasize the importance of routines, concept development, calendar systems and intervention strategies.
Even though this harvest of information was written with students who are deaf-blind in mind, the strategies outlined in them work well with many individuals who have complex communication needs or multiple disabilities. I know from personal and professional experience that many students with multiple disabilities have some type of sensory loss that can go unrecognized.
This month's moderator was also one of our module creators! Welcome Sandy and so glad to have you moderating on the virtual community! Charity Rowland's work is also featured in the modules on communication too.
To see the module topics visit here: https://nationaldb.org/ohoa/modules
To register for FREE visit: https://nationaldb.org/ohoaregister
There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5486,"postID":8078,"userID":39268,"timestamp":"2016-03-02T08:16:12.473"},{"starID":5488,"postID":8078,"userID":9043,"timestamp":"2016-03-02T10:37:15.143"},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38"}],"PostCollectionItems":[]},{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113"}],"PostCollectionItems":[]},{"postID":8515,"title":"So many ways to request! A star moderator- Heather Withrow- a star communicator- Orion","body":"I just love this video for so many reasons! Why not practice filling out a Matrix from this sample? Look at all the behaviors he is using to request and special thanks to Hex and Orion for creating this fantastic movie!
Video descriptions:
0:00- white text against a black and white film setting reads \"Betelgeuse Films\"; a black and white image of a globe spinning with concentric waves emanating from the globe and white clouds against a dark sky
0:05- white text against a black background reads: \"A kid, a burger, a request\"
0:11- a young boy with fair skin and white hair sits shirtless at a table. He is wearing khaki pants and there is evidence of some sauce on his face. He has his index finger on his right hand in his mouth. He is facing a table in a kitchen. There is a burger on a plate in front of him.
0:13- An upclose image of the boy with the finger in his mouth. He is smiling and his eyes are closed forming crescent shapes. Text on the screen reads: 'Who is that kid?\"
0:15- The camera pans back and the boy leans forward in his chair with his hands slightly extended in front of him. His fingers are open. His face is smiling. He leans towards the table with the burger on it.
0:19- A snow white, medium sized dog emerges from under the kitchen table and looks at the boy. The boy appears to be chewing a bit of food. Text on the screen reads: \"Dogs love his crumbs\"
0:22- An upclose shot of the burger on the plate with text on the screen that reads: \"Burgers fear him\"
0:26- A new screen opens with an upclose shot of a mostly empty plate with fragments of American cheese on the side, where the burger used to be.
0:29- A new screen opens with the boy receiving a bit of the burger as an adult's hands bring the burger to his mouth. He chews the food. The text on the screen reads: \"Orion as the hungriest acquaintance you'll ever meet\"
0:33 A new screen opens with Orion beginning to gesture with his hands in front of him, with the burger on the plate on the table in front of him. Text on the screen reads: \"The most thrilling movie you'll ever see\"
0:35- the boy reaches forward and begins to make the sign for more, bringing his hands to his mouth in the shape of the sign sandwhich, with text on the screen that reads: \"Amazing communication\"
0:39- White text on a black screen reads \"Yes, Watch it all right now!\"
0:42- White text on a black screen reads \"Burger Master\", with disco stars exploding behind the text
0:47- Orion leans forward in his chair bringing his hands in front of him in a modified \"C\" shape. The burger rests on the plate on the table in front of him. Orions body wobbles a bit as he leans forward with a slight smile on his face. The white dog passed by his chair and goes under the table. Orion's hands reach forward to touch the surface of the table. He brings his hands together and forms the sign for sandwich and bring his hands to his open mouth. Text on the screen reads: \"More Sandwich\". The adults left hand touches the table near the plate. Orion's hand reaches forward to guide the adult's hand to the plate, he makes eating sounds with his mouth, opening and closing his mouth. Text on the screen reads: \"Grabs a helping hand\"
1:16- the adults hand lifts the burger and brings it down near Orion's hands. Orion continues to open and close his mouth, miming eating. The adult waits for Orion to use his hand to lift her hand with the burger to his mouth. Text on the screen reads: \"Lifts Hand and burger\". Orion takes a big bit of the burger and wipes his mouth with the back of his right hand as the adult puts the burger back on the plate on the table.
1:38- the dog emerges from under the table and looks expectantly at Orion as he chews his food.
1:40- Fade to black screen with white text credits that read: \"iMovie and Betelgeuse Films Present A Betelgeuse Films Production, production in association with imovie. A Withrow Family film, Burger Master, Starring Orion, Edited by Heather Withrow, Music by ITunes, Directed by Heather Withrow, Roman Numerals MMXIV
Here is a blog that I posted about the chance to co-present with Alex Cook and represent the virtual community of practice at the Division of Early Childhood conference at Louisville, KY. I also reflected on one of our fabulous moderators, Heather Withrow and another leader who spoke brilliantly, Dr. Jennifer Grisham-Brown.
http://triwou.org/blog/post/175/dec-communicating-...
","userID":2016,"timestamp":"2016-11-18T01:50:00.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8570,"title":"Just in time for the holidays- a toy list created by another community of practice! ","body":"Hi all, Am sharing this with permission from another network of teachers who developed a list of toys that feature tactile/visual elements for learners with sensory loss. I'm sure many of these items would appeal to students with multiple disabilities! Amy
Hello All, we are excited to share a user-friendly booklet that pulls together a list of tactile/visual friendly toys for young DB learners. This compilation was put together by our Network of Teachers working with DeafBlind Students (NTDB) in the Rochester area of NY. [NTDB is a community of practice for educational team members who work with students with combined hearing and vision loss throughout New York State. This community of practice began in the downstate area of NYS but has been replicated and is active in four regions of the state. The groups generally meet every 6-8 weeks in the evenings and discuss relevant content that is self-identified by the respective members. NTDB provides a unique opportunity for peer-to-peer mentorship that is beyond the constraints of classroom and district settings.]
Just in time for holiday shopping! We have made it available through a downloadable link: http://bit.ly/2glrgZ4
All the best! Susie
Susie
Susanne Morgan Morrow, MA, CI, CT
Project Director, New York Deaf-Blind Collaborative
718-997-4854
www.qc.cuny.edu/community/nydbc
www.facebook.com/pages/New-York-Deaf-Blind-Collabo...
Tis the holiday season and I'm honored to be hosting on the Communication Matrix virtual community during this reflective time of the year. In December, families of all different sizes, with many types of traditions, celebrate and remember the holidays. My theme hosting during these weeks, will be focused on the roles and relationships that siblings of people with complex communication needs play in their lives.
","userID":2016,"timestamp":"2016-12-22T23:47:54.873","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8578,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:25:50.747","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95"},{"starID":5748,"postID":8579,"userID":9043,"timestamp":"2017-01-13T17:33:54.33"}],"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]},{"postID":8580,"title":"Sibling Leadership Network, A National Non-Profit ","body":"As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher and a researcher.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:23:28.087","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8584,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:35:18.667","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8585,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5733,"postID":8585,"userID":2016,"timestamp":"2016-12-26T22:17:12.293"},{"starID":5746,"postID":8585,"userID":9043,"timestamp":"2017-01-13T17:33:49.53"}],"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]},{"postID":8586,"title":"Tip Sheet for Adult Siblings of Persons with Disabilities","body":"As I have been scanning the literature on people with disabilities and their siblings, I have been reading research about what you might intuit to be true, that the strength of the sibling relationship may be based on many factors. One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
","userID":2016,"timestamp":"2016-12-30T03:53:52.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5745,"postID":8586,"userID":9043,"timestamp":"2017-01-13T17:33:46.75"}],"PostCollectionItems":[{"collectionItemID":173,"collectionID":103,"postID":8586,"quote":"This tip sheet has practical thoughts for adult siblings of persons with disabilities."}]},{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3"}],"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]},{"postID":8590,"title":"Sibling Influence and Sibling Intervention","body":"Over the past several weeks, I have been reflecting on siblings of people with multiple disabilities or those with complex communication needs. This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
","userID":2016,"timestamp":"2017-01-09T08:20:48.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1729,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5743,"postID":8590,"userID":9043,"timestamp":"2017-01-13T17:33:21"}],"PostCollectionItems":[{"collectionItemID":175,"collectionID":103,"postID":8590,"quote":"More on the topic of siblings with a strong review of studies that included the siblings of children with autism."}]},{"postID":10103,"title":"Can slowing speech help someone with CVI?","body":"I really enjoyed this short blog. Thought provoking on the ways we use speech to support students with Cortical Visual Impairments (CVI)
http://cviscotland.org/news/go...
","userID":2016,"timestamp":"2017-06-14T20:30:10.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":249,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817"}],"PostCollectionItems":[]}],"Posts1":[{"postID":1332,"title":"Helen Keller Awareness & the World Cup!","body":"In honor of Helen Keller Awareness week see this great (and a bit long) video of how a man who is deaf-blind watches the Brazil team play in the World Cup! \r\n\r\nhttp://www.youtube.com/watch?v=TK2AgzBBvKw&list=UUlTxczZ08DhEygoZNVWdszQ","userID":2016,"timestamp":"2014-06-24T16:07:44.173","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2022,"justification":null,"show":true,"views":840,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1025,"postID":1332,"userID":9043,"timestamp":"2014-06-24T17:59:26.04"},{"starID":1028,"postID":1332,"userID":1015,"timestamp":"2014-06-25T16:30:28.883"}],"PostCollectionItems":[]},{"postID":1336,"title":"A young boy smells lilacs","body":"Sharing a photo for Helen Keller awareness week of a young boy who is savoring the lilacs of spring. Shared by his mother, one of our module creators, from PA. She is using this love to create joint attention... sharing the lilacs together.","userID":2016,"timestamp":"2014-06-24T16:21:18.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2,"justification":null,"show":true,"views":643,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1024,"postID":1336,"userID":9043,"timestamp":"2014-06-24T17:58:43.497"},{"starID":1026,"postID":1336,"userID":1012,"timestamp":"2014-06-25T13:27:46.463"},{"starID":1027,"postID":1336,"userID":1015,"timestamp":"2014-06-25T16:22:22.16"},{"starID":6203,"postID":1336,"userID":370606,"timestamp":"2026-01-26T04:46:48.757"}],"PostCollectionItems":[]},{"postID":1356,"title":"Deafblind Young Adults Support UN Convention","body":"Please see a link to this video which has an audio described and text transcript. It was created by a group of young adults who are deafblind who have formed their own 501.c.3. The editing for the video, the images in the video, and even the music were all written by young adults who are deafblind. Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1030,"postID":1356,"userID":1012,"timestamp":"2014-06-30T10:43:02.717"},{"starID":1031,"postID":1356,"userID":1015,"timestamp":"2014-06-30T10:47:06.123"},{"starID":1033,"postID":1356,"userID":2016,"timestamp":"2014-07-02T10:16:34.387"},{"starID":1040,"postID":1356,"userID":2020,"timestamp":"2014-08-07T10:51:43.57"}],"PostCollectionItems":[]},{"postID":1372,"title":"The Matrix and Parents of Children with Autism in Kyrgyzstan","body":"I recently had a beautiful opportunity to speak to some parents of children with autism in Kyrgyzstan via skype. I was invited by a former doctoral student of mine, Rebecca Sheffield, who is passionate about the rights of persons with disabilities around the world. Rebecca has been doing advocacy work around the UNCRPD and became connected with this family group through those efforts.\r\n\r\nAs the mother of a son on the autism spectrum, I was invited to share some of my own journey as well as professional insights on communication rights and access. This was both a challenge and a pleasure. \r\n\r\nIn the absence of having formal services or access to special education, these families have used their own resources- both intellectual and financial to form a school for their children. Through a network and through the internet, they are inviting people around the world to be a part of their professional development efforts. It is truly an inspiring group.\r\n\r\nBefore the meeting, I spoke with Charity about getting access to the Communication Matrix in Russian. She quickly gave me the materials and we were able to share these with all of the families who reviewed them before the session.\r\n\r\nAs I talked about a personal journey with communication and my deep respect for Charity's work and the design of the Matrix, I felt a profound connection with the families.\r\n\r\nWe talked across at least 7 time zones. They sat in a plain room with a laptop projecting slides about the Matrix, and Rebecca's and my skype images on a wall. Through the camera, I saw these mothers, and one man, a volunteer, sitting in plastic chairs and looking at the camera and the screen. Their translator, Jibeka, performed the slow and herculean task of sharing our messages from English to Kyrgyz (Kyrgyztan is bilingual with the official languages being Kyrgyz and Russian). \r\n\r\nThey asked questions about their daughters and sons. We talked for over 2 hours. When I mentioned that Charity herself was interested in talking with them, there was a hushed silence and then Jibeka and the others on screen smiled broadly and looked at each other. They would be most honored to have her as a guest speaker at a future session.\r\n\r\nAs they prepare to have a visit from the UN, it was wonderful to ponder that some of the work that they would be showing as a part of their efforts to develop programs for their children will be about the Matrix.\r\n\r\nIt is my hope that this wonderful community and this profoundly influential work that Charity has led will impact more children and families around the world.","userID":2016,"timestamp":"2014-07-02T09:37:09.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":746,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1034,"postID":1372,"userID":9043,"timestamp":"2014-07-07T08:42:12.867"}],"PostCollectionItems":[]},{"postID":2609,"title":"Wisdom from Karen","body":"In Karen's interview about the work that she does, she spoke about remembering the difference in power between teachers and students who are developing communication. Can't wait to post her video!","userID":2016,"timestamp":"2014-08-08T11:30:37.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2109,"postID":2609,"userID":1015,"timestamp":"2015-01-01T17:25:20.65"}],"PostCollectionItems":[]},{"postID":2622,"title":"Check on this webinar on mobile devices to support students with significant disabilities!","body":"Register for CEC’s fall 2014 webinars now!\r\n\r\niAccess: Mobile Devices to Enhance Learning for Students with Significant Needs\r\nIn collaboration with the Division for Physical, Health, and Multiple Disabilities (DPHMD)\r\n\r\nThursday, Sept. 11, 2014, 4-5 p.m. ET\r\nPresented by: Alexandra Da Fonte, Victoria Knight, and Bethany McKissick\r\n\r\nhttp://www.cec.sped.org/Professional-Development/Events-Calendar/2014/09/WEB1405?utm_source=cec&utm_medium=email&utm_campaign=webinar&utm_content=WEB1404\r\n","userID":2016,"timestamp":"2014-08-14T15:41:37.503","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":86,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32"},{"starID":1050,"postID":2922,"userID":1012,"timestamp":"2014-10-01T12:01:40.513"}],"PostCollectionItems":[]},{"postID":2933,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2934,"title":"What is this Community all About?","body":"It is a real honor to be a part of Dr. Rowland's efforts to connect people who are interested in supporting individuals with complex communication needs across the globe! \r\n\r\nAs you discover things that work in your own life, with your own students, and in your own practice, we hope that you will share them here. This is a place to come to gather practical information and to find ways to improve what we do with people. Ultimately we know that responsive communication partners and good communication practices can lead to better quality of life for all people, but especially for individuals with complex communication needs. \r\n\r\nWhat do you think about this new video? We would love to know and please share it with your networks!","userID":2016,"timestamp":"2014-10-02T06:41:52.067","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a welcome for the community with a wonderful video that shares the vision of this community.","show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1055,"postID":2934,"userID":1012,"timestamp":"2014-10-09T08:15:53.78"}],"PostCollectionItems":[]},{"postID":2935,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2936,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2937,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2938,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2939,"title":"Have you ever been lost?","body":"Have you ever become lost or disoriented when you were traveling somewhere? It isn't a good experience, is it? \r\n\r\nLast night, I got off of a plane after a long flight and decided to take the metro to my hotel. To make a long story short, I got lost! I thought I knew where I was going, but ended up very disoriented. I walked for several minutes alone, in the dark, on unfamiliar streets before finally finding my way to my hotel... even when using my smart phone. It may seem silly, but when you think you know where you are going, and it isn't working out, it can actually be worse than knowing at the start that you don't know where you are!\r\n\r\nHow does this relate to the Communication Matrix Community of Practice? Well, I was reflecting on my experience last night and remembered how much I have appreciated the Matrix as a tool for helping a team figure out where you are going with a student based upon what she needs. The tool itself and this new community can help orient you to where you are with a student and where you need to go! \r\n\r\nAs a family member of someone with complex communication needs, and as a professional who works with family members, the feeling of being lost or disoriented in what to do to support a person with complex communication needs is a SCARY one! You can think you know where you are going and end up in the wrong place with a person whose needs are not being addressed. The Matrix can help you see what a child is communicating about and it can give you some practical strategies to support her where she is and it can help you know where you want to go to make progress in the communication journey. \r\n\r\nI also was reflecting on my role this month as a moderator in the community. What excites me is that the community provides us with support in \"way finding\" with individuals with complex communication needs. People can offer you advice or support where ever you may be on the path. You can also leave information for others who may be feeling overwhelmed with what to do to support a specific person. \r\n\r\nSo feel free to chime in to offer your thinking about what has helped you along your journey with students or families. And we ENCOURAGE you to ask for directions (even if you have a smart phone)! Hint the PLEASE HELP tag can be used to request that a member of the community respond to specific requests.","userID":2016,"timestamp":"2014-10-02T08:09:33.78","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Sometimes, we all need some direction in our work with individuals with complex communication needs.","show":true,"views":139,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1053,"postID":2939,"userID":1012,"timestamp":"2014-10-03T15:47:07.753"}],"PostCollectionItems":[]},{"postID":2940,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2944,"title":"Identifying Infants and Toddlers with Combined Vision and Hearing Impairments","body":"Did you know that many children with severe or multiple disabilities have sensory impairments but these disabilities might not be recognized or accommodated properly? \r\n\r\nWe know from years of practice and research that early identification of sensory impairments is vital so that very young children can maximize the vision and hearing that they have, sometimes with devices and often with good intervention that involves family members.\r\n\r\nPlease see the attached, newly updated white paper on effective early identification and referral efforts for infants and toddlers who are deaf-blind. For more information about what is going on in your state, please visit: https://nationaldb.org/groups/page/8/early-identification-and-referral\r\n\r\nFinally, Dr. Rowland's work has included many students who are deaf-blind. Be sure to explore the ever growing shared science section of the website.","userID":2016,"timestamp":"2014-10-07T20:23:09.197","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1054,"postID":2944,"userID":9043,"timestamp":"2014-10-08T15:36:39.647"}],"PostCollectionItems":[]},{"postID":2945,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2946,"title":"Open Hands, Open Access modules feature the Communication Matrix","body":"When the Office of Special Education Programs asked the National Center on Deaf-Blindness to make recommendations to improve intervener services, one of the things that state partners, including family members, told our center was that the national community needed access to more high quality training materials, including videos, that anyone could access. Now, you may be asking yourself, what is an intervener? \r\n\r\nIn educational settings, an intervener provides consistent one-to-one support to a student who is deaf-blind, specifically by supporting the student's access to environmental information, communication, and social/emotional engagement. Intervener services are provided by individuals, typically paraeducators, who have specialized training in deaf-blindness and in the process of intervention.\r\n\r\nIn response to this request, one of the recommendations, that happens to be a major part of my job, focuses on the development of this media rich, open access learning resource, called the Open Hands, Open Access Deaf-Blind Intervener Learning Modules. OHOA for short!\r\n\r\nBecause of Dr. Rowland's research and creation of open access materials for people with complex communication needs, it was evident that our center needed to partner with her as an advisor and creative partner. Her work on the Communication Matrix is featured in Module 6: Understanding Communication, which is one of 8 open access modules.\r\n\r\nIt is thrilling to me and to many contributors, including several articulate and passionate parents, that the OHOA modules are being used in states to address the lack of awareness that exists about the intervener practice. Appropriately, the Communication Matrix is a part of addressing the very real needs that educational teams have in serving students who are deaf-blind. \r\n\r\nFor more information and to explore this media rich resource, please visit: https://nationaldb.org/library/page/2269","userID":2016,"timestamp":"2014-10-08T22:11:01.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":471,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2957,"title":"Beautiful Brown Eyes- Sensory Impairments in Children with Multiple Disabilities","body":"And so the song goes-\r\n\r\n\"Beautiful, beautiful brown eyes.\r\nBeautiful, beautiful brown eyes,\r\nBeautiful, beautiful brown eyes, \r\nI'll never love blue eyes again.\"\r\n\r\nHe cradled her in his arms, singing to his daughter, a young girl with cerebral palsy, intellectual, and multiple disabilities. She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. She is still my teacher and I hope through this short story that she will be yours too.","userID":2016,"timestamp":"2014-10-12T13:38:27.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This personal story highlights the power of parent engagement for individuals with multiple disabilities and sensory impairments.","show":true,"views":3230,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1060,"postID":2957,"userID":1012,"timestamp":"2014-10-13T09:32:36.003"},{"starID":1062,"postID":2957,"userID":9043,"timestamp":"2014-10-13T15:37:13.58"}],"PostCollectionItems":[{"collectionItemID":53,"collectionID":23,"postID":2957,"quote":"Our children grow up and change and move on. But sisters are sisters forever. Here's a great story about growing up as sisters."},{"collectionItemID":168,"collectionID":103,"postID":2957,"quote":"This is a reflection on my own relationship with my sister and how she has effected my professional journey"},{"collectionItemID":436,"collectionID":160,"postID":2957,"quote":"Sisters sharing a bond & our experiences may lead to career choices"}]},{"postID":2959,"title":"Concept and Language Development Go Hand in Hand","body":"I wanted to share this great video of an educator working with a young boy with CHARGE syndrome. She is accommodating his vision and hearing loss by using an hands on activity. Notice how she uses multiple means to teach the concept of up, including hand under hand approaches, co-active drawing, and motion.","userID":2016,"timestamp":"2014-10-13T12:48:45.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":222,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2960,"title":"Natural Opportunities for Communication in Family Life","body":"Dr. Rowland has does such a wonderful job in emphasizing the roles of family members and parents as full participants in communication assessment, intervention and planning. \r\n\r\nIn my former role as a professor, I encouraged all of my students to read Home Talk: A Family Assessment of Children who are Deafblind. Here's a link to this rich and practical guide for families: https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf\r\n\r\nThe attached video is a beautiful example of the natural opportunities that everyday routines in the course of the day offer children the chance to intentionally communicate. Joel's mom helps him participate in the exchange by pausing and acknowledging his subtle responses. \r\n\r\nWould love to see some of your own examples of family members building these opportunities to communicate. Feel free to share your own examples!","userID":2016,"timestamp":"2014-10-13T16:31:33.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":653,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1064,"postID":2960,"userID":9043,"timestamp":"2014-10-15T14:33:40.403"}],"PostCollectionItems":[]},{"postID":2961,"title":"Practical advice on a cochlear implant from a parent","body":"Jody, a parent leader, shares a respectful approach in working with her son who has CHARGE Syndrome. Notice how she respects his choice in using the implant and allows him to have control of the device.","userID":2016,"timestamp":"2014-10-14T23:05:54.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1063,"postID":2961,"userID":9043,"timestamp":"2014-10-15T14:29:02.227"}],"PostCollectionItems":[]},{"postID":3961,"title":"Heather describes the importance of hands","body":"I wanted to share this great video in ASL from Heather, a magnificent blogger, parent of a child who is deafblind. In the video, she describes the frontier of the touch sense for students who are deafblind. Though there isn't as much research on sharing attention or having conversations through the touch sense, Heather reminds us of how important this sense is for communication and learning. \r\n\r\nCheck out her blog too for more wisdom: http://hexwit.blogspot.com/","userID":2016,"timestamp":"2014-10-21T08:33:41.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"more video wisdom from a parent. Heather happens to be Deaf, is a blogger and shares insights on the importance of touch for learning.","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2063,"postID":3961,"userID":9043,"timestamp":"2014-10-22T14:51:33.023"}],"PostCollectionItems":[]},{"postID":3962,"title":"Self-Determination- Early Communication","body":"Sometimes as educators or parents we see a child's refusal as a \"bad\" thing... an inconvenience in our busy schedules and routines. Heather shares a story of her son's refusal and recognizes it as an early expression of self-determination- a skill we want to promote! We know that people with complex communication needs often may develop \"learned helplessness\" or a sense of powerlessness in their lives which can lead to increased passivity and depression. Let's remember that saying \"no\" can be a GREAT thing and may open the door to more conversations about what a person wants to do!","userID":2016,"timestamp":"2014-10-21T08:43:57.49","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3964,"title":"OHOA Modules- Open Hands Open Access","body":"CM community members- I wanted to make sure that you all know about a great, free training resource that supports teams working with students who have deafblindness. I also believe that it would support many of you who are interacting students with complex communication needs whether they have additional sensory losses or not.\r\n\r\nThe multimedia modules are called Open-Hands, Open Access (OHOA) and they were created by a network of national and state deaf-blind projects, university personnel, teachers, parents, and others to address a national need for interveners. What is an intervener, you ask? Check out one of the attached videos to hear more from Gloria about the three essential functions of an intervener for students who are deafblind. If you would like some written information about interveners, please visit: https://nationaldb.org/library/page/2266\r\n\r\nWhat we have found is that the OHOA modules are also useful for other team members, including family members, who want to know more about effective ways to support students who are deafblind. To find out more or to sign up for free please visit: https://nationaldb.org/library/page/2269\r\n\r\nI am also sharing one of my favorite videos that shares the story of a conversation that a teacher and a student have without formal language. This video conveys a profound respect for taking the time to communicate and share experiences with our students who have complex communication needs. Perhaps you, wherever you may be in your journey with students, have similar stories of a point in time when you connected around an activity or experience. In that moment, your \"conversation\" might have led you to a richer understanding of the student a fellow human being--it might have offered you insights into how to gradually support the student into developing more expressive communication skills. \r\n\r\nThis virtual community is about sharing these stories and approaches. We welcome your voices here and through your stories, videos, pictures, or plans, the voices of people with complex communication needs.","userID":2016,"timestamp":"2014-10-23T13:02:51.187","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Free high quality training that was developed with the expertise and passion of many people. Come and get it!","show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2064,"postID":3964,"userID":9043,"timestamp":"2014-10-24T14:58:11.213"}],"PostCollectionItems":[]},{"postID":3965,"title":"Bond between parents and children","body":"Heather beautifully describes the bond between she and her son. She offers good advice to parents who may be feeling overwhelmed.","userID":2016,"timestamp":"2014-10-23T13:23:57.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":54,"collectionID":23,"postID":3965,"quote":"A word about feeling overwhelmed. It may be time to play!"}]},{"postID":3969,"title":"Literacy for all: All Children Can Read","body":"Literacy, like communication, can take many forms. Interacting with a variety of media and literacy materials can help provide students with complex communication needs more opportunities to develop literacy skills. Check out this rich resource created by educators and partners in many states to explore practical approaches to meet the needs of children that you know.\r\nhttp://literacy.nationaldb.org/","userID":2016,"timestamp":"2014-10-27T19:54:13.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3970,"title":"Communication- The Eyes Have It!","body":"Have you ever considered how much the ability to read facial expressions impacts the development of reciprocal interactions? I am sharing this brief article from Science Daily about studies of communications with infants who respond to different facial expressions. Think now about many students who have significant health impairments or those with sensory losses, which can impact this cycle of learning to read facial expressions from caregivers. \r\n\r\nhttp://www.sciencedaily.com/releases/2014/10/141027182223.htm\r\n\r\nWhat are some ways that you know of for compensating for these differences? With touch? With creativity? With routines?","userID":2016,"timestamp":"2014-10-28T13:14:44.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3973,"title":"Free Webinar in Spanish for Parents","body":"Please share this free opportunity with your Spanish speaking families! It is a great way to connect families with others from around the nation with the best resources that we have!","userID":2016,"timestamp":"2014-10-30T14:23:11.533","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3977,"title":"Thoughts about \"Privilege\" and Communication","body":"I happen to love this particular vlogger, Austin Andrews. Charity has shared his work in this forum in the past. In this particular vlog, Austin shares reflections on a hearing person's privilege in the Deaf community and what this means. Please check out his fantastic video that explores the issue of partnership with the Deaf community. \r\n\r\nHowever, Austin's thinking and his reflections caused me to think too about the privilege that we have as communication partners for people with complex communication challenges. In a fast paced world, it is so easy to dominate communication exchanges and not allow people with emergent language skills to fully participate. It takes more time and this is often something that we are the most reluctant to give. One of the charter members of our community, Karen Natoci, offered some beautiful insights in a video interview she gave this past August when we gathered to talk about the outreach and work of this community. Check out her reflections about \"power\" in communication exchanges and how we may share our privilege as people without complex communication challenges.","userID":2016,"timestamp":"2014-11-05T10:09:53.977","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2068,"postID":3977,"userID":1012,"timestamp":"2014-11-06T11:31:30.567"}],"PostCollectionItems":[]},{"postID":3979,"title":"Charity on Using Routines","body":"Here is a great clip of Charity talking about the use of symbols within everyday routines so that learning is natural and easy. Routines also make it easier the child to anticipate what objects mean because it contextualizes the conversation and choice making.","userID":2016,"timestamp":"2014-11-05T21:43:16.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3994,"title":"the power of positioning for access and communication","body":"this simple image of a young woman using a stander at home with a family member reminds me of how important positioning is for people to be able to access communication, and use their sensory channels for engaging in the environment.\r\n\r\nAt work, my colleagues are all getting standing desks for work... I guess I'm one of the Luddites that is holding out on this. Today,I stood to work a bit and I found it changed my processing and perspective, just a bit.\r\n\r\nHave you ever found that supporting a student in a new position or making a simple change in your classroom helped the student participate in a new way?","userID":2016,"timestamp":"2014-11-14T20:35:32.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2071,"postID":3994,"userID":1012,"timestamp":"2014-11-17T10:09:34.577"}],"PostCollectionItems":[]},{"postID":4009,"title":"A beautiful example of using wait time","body":"In this lovely video, a young child with multiple disabilities and deafblindness interacts with an early interventionist. This simple use of a pleasant routine and wait time gives the child an opportunity to interact and show that she's interested!","userID":2016,"timestamp":"2014-11-19T20:33:43.153","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"My theme for this month is implementaiton. What do we do after we complete the Communication Matrix assessment and begin to help kids to develop new skills. Here is a wonderful video clip that demonstrates just how that very early expressive communication might look. The interventionist in this video encourages the child to practice his expressive communication. But if she hadn't waited for the response, we might never have known that he could engage her and, in his own way, ask for more singing!","show":true,"views":273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2075,"postID":4009,"userID":1012,"timestamp":"2014-11-24T14:22:06.197"}],"PostCollectionItems":[]},{"postID":4011,"title":"A special CEC publication on deafblindness","body":"Interested to see what states are implementing related to students who are deafblind? Please see this very special issue published by the Division on Visual Impairment and Deafblindness. This issue is dedicated to the memory of Ethan, a boy with CHARGE syndrome. \r\n\r\nhttp://community.cec.sped.org/dvi/publications","userID":2016,"timestamp":"2014-11-24T22:20:42.527","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":348,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2085,"postID":4030,"userID":9043,"timestamp":"2014-12-03T14:22:38.82"},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05"}],"PostCollectionItems":[]},{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347"}],"PostCollectionItems":[]},{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2116,"postID":4124,"userID":1012,"timestamp":"2015-01-05T13:58:36.17"},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433"},{"starID":2118,"postID":4124,"userID":9043,"timestamp":"2015-01-07T14:35:27.18"}],"PostCollectionItems":[]},{"postID":4146,"title":"Integrating Preferences and Objects in a Calendar or Routine","body":"In this clip, Jennifer, a classroom teacher describes her teamwork with an intervener and a student to embed highly preferred objects into a calendar or routine. \r\n\r\nJennifer's work is an example of some of Charity's own early research in using object symbols with students who are deafblind and other students with emergent communication skills. Still a vibrant and practical idea for supporting emergent communicators! Love how the student's voice is \"heard\" as he plans his activities for the day!","userID":2016,"timestamp":"2015-01-15T10:59:49.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Teacher's testimony on how they begin offering choices using tangible symbols to a student at school and at home, and how this opened up a new world for this individual, for the school staff and the family. ","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2127,"postID":4146,"userID":9043,"timestamp":"2015-01-21T10:27:05.907"},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307"}],"PostCollectionItems":[]},{"postID":4147,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4150,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4155,"title":"Spirit of our community- teaching each other!","body":"Jennifer, a teacher, describes how important it is to continue our \"on the job\" training as professionals. She describes that she didn't know about the Communication Matrix and encourages other educators to share what they know. \r\n\r\nThat is part of what this virtual community is meant to do. We all have some knowledge and insights to share!","userID":2016,"timestamp":"2015-01-15T12:11:03.663","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2129,"postID":4166,"userID":2023,"timestamp":"2015-01-22T11:28:46.8"},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803"}],"PostCollectionItems":[]},{"postID":4259,"title":"Email he wished he had received before son's birth","body":"A father's letter back to his younger self- before his son with complex communication needs was born.\r\n\r\nhttp://themighty.com/2015/01/the-email-i-would-have-written-myself-the-day-before-my-son-was-born/\r\n\r\n","userID":2016,"timestamp":"2015-02-01T09:42:00.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4292,"title":"Nice to meet you and preferences!","body":"It was great to see many on this community at our first charter member call! Your ideas about other resources got me thinking about how much I depend upon preferences to elicit and sustain communication. I thought I'd share this great powerpoint developed by a seasoned teacher and leader named Kathee Scoggins. It has some ways to dig into preferences and has some lovely video clips too.\r\n\r\nhttps://docs.google.com/presentation/d/1rUqQ0eMOBC0yBC2Nb4lyl869Lh5-77BHltVZSYiFn5s/edit?usp=sharing\r\n\r\nMore presentations like these can be found in the Open Hands, Open Access Modules. To sign up visit moodle.nationaldb.org\r\n","userID":2016,"timestamp":"2015-02-10T15:10:28.07","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2158,"postID":4292,"userID":1012,"timestamp":"2015-02-10T15:40:32.327"}],"PostCollectionItems":[]},{"postID":5381,"title":"Behavioral Audiometry","body":"A short video sample of a baby participating in a behavioral audiological test with his mom. Have you seen other ways to assess hearing behaviorally?","userID":2016,"timestamp":"2015-03-09T15:03:02.983","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":172,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5382,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5518,"title":"Balancing Acts and Great Expectations- by David Brown","body":"A dear colleague created this reflection that I wanted to share. Although this is written with families of students who are deaf-blind, it applies to so many parents of children with severe disabilities. Important to think about as professionals who walk with families on their journey.\r\n \r\nhttps://nationaldb.org/forum/thread/606\r\n","userID":2016,"timestamp":"2015-05-08T14:10:54.52","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"This post is a lovely reflection that introduces the balancing the courageous paradox that families of children with severe disabilities must face every day. Please read and reflect. ","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3206,"postID":5518,"userID":1015,"timestamp":"2015-05-10T14:52:35.793"}],"PostCollectionItems":[]},{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317"},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453"},{"starID":3213,"postID":5531,"userID":1012,"timestamp":"2015-05-15T15:51:42.683"},{"starID":3216,"postID":5531,"userID":1015,"timestamp":"2015-05-18T09:28:43.04"},{"starID":3231,"postID":5531,"userID":2023,"timestamp":"2015-06-04T16:31:34.177"}],"PostCollectionItems":[]},{"postID":6633,"title":"A chance to meet Charity at the CHARGE Conference in Chicago!","body":"To CHARGE Families Attending the 12th International CHARGE Syndrome Conference in Chicago\r\n\r\nAre you familiar with the Communication Matrix tool for individuals with complex communication needs?\r\n\r\nhttps://www.communicationmatrix.org/\r\n\r\nHave you used this planning tool with your child directly or with her team?\r\nIf so, we would like to let you know about….\r\n\r\nA special opportunity to attend a small group breakfast meeting at the conference hotel with Dr. Charity Rowland, creator of the Communication Matrix\r\n\r\nThursday, July 30th, 2015\r\n7:30 am- 10:00 am\r\n\r\nThe purpose of the meeting will be to discuss the ways that the Matrix has supported your family member with Dr. Rowland. We also hope to create some social media video clips and pictures that will help spread the word about the CHARGE Foundation and the benefits of the Communication Matrix for people with complex communication needs.\r\nPlease complete this short survey to learn more and to sign up to attend:\r\n\r\nhttps://docs.google.com/forms/d/1O7D2Y1qfUcKrkMaF7xt7Pw3UrxacnY4K_lPFobYEcgM/viewform?c=0&w=1 \r\n","userID":2016,"timestamp":"2015-07-27T11:32:08.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6638,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6639,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6640,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6641,"title":"Nolan Introduces the Communication Matrix at the 12th CHARGE Syndrome conference","body":"We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4248,"postID":6641,"userID":2023,"timestamp":"2015-08-04T11:25:15.737"}],"PostCollectionItems":[]},{"postID":6642,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6643,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323"},{"starID":4290,"postID":6659,"userID":2023,"timestamp":"2015-10-07T09:15:19.123"}],"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]},{"postID":6737,"title":"New Field Tested & Free Learning Modules Available","body":"Last night, with the harvest moon glowing, my team at the National Center on Deaf-Blindness opened up some new, multi-media learning modules that emphasize the importance of routines, concept development, calendar systems and intervention strategies.
Even though this harvest of information was written with students who are deaf-blind in mind, the strategies outlined in them work well with many individuals who have complex communication needs or multiple disabilities. I know from personal and professional experience that many students with multiple disabilities have some type of sensory loss that can go unrecognized.
This month's moderator was also one of our module creators! Welcome Sandy and so glad to have you moderating on the virtual community! Charity Rowland's work is also featured in the modules on communication too.
To see the module topics visit here: https://nationaldb.org/ohoa/modules
To register for FREE visit: https://nationaldb.org/ohoaregister
There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5486,"postID":8078,"userID":39268,"timestamp":"2016-03-02T08:16:12.473"},{"starID":5488,"postID":8078,"userID":9043,"timestamp":"2016-03-02T10:37:15.143"},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38"}],"PostCollectionItems":[]},{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113"}],"PostCollectionItems":[]},{"postID":8515,"title":"So many ways to request! A star moderator- Heather Withrow- a star communicator- Orion","body":"I just love this video for so many reasons! Why not practice filling out a Matrix from this sample? Look at all the behaviors he is using to request and special thanks to Hex and Orion for creating this fantastic movie!
Video descriptions:
0:00- white text against a black and white film setting reads \"Betelgeuse Films\"; a black and white image of a globe spinning with concentric waves emanating from the globe and white clouds against a dark sky
0:05- white text against a black background reads: \"A kid, a burger, a request\"
0:11- a young boy with fair skin and white hair sits shirtless at a table. He is wearing khaki pants and there is evidence of some sauce on his face. He has his index finger on his right hand in his mouth. He is facing a table in a kitchen. There is a burger on a plate in front of him.
0:13- An upclose image of the boy with the finger in his mouth. He is smiling and his eyes are closed forming crescent shapes. Text on the screen reads: 'Who is that kid?\"
0:15- The camera pans back and the boy leans forward in his chair with his hands slightly extended in front of him. His fingers are open. His face is smiling. He leans towards the table with the burger on it.
0:19- A snow white, medium sized dog emerges from under the kitchen table and looks at the boy. The boy appears to be chewing a bit of food. Text on the screen reads: \"Dogs love his crumbs\"
0:22- An upclose shot of the burger on the plate with text on the screen that reads: \"Burgers fear him\"
0:26- A new screen opens with an upclose shot of a mostly empty plate with fragments of American cheese on the side, where the burger used to be.
0:29- A new screen opens with the boy receiving a bit of the burger as an adult's hands bring the burger to his mouth. He chews the food. The text on the screen reads: \"Orion as the hungriest acquaintance you'll ever meet\"
0:33 A new screen opens with Orion beginning to gesture with his hands in front of him, with the burger on the plate on the table in front of him. Text on the screen reads: \"The most thrilling movie you'll ever see\"
0:35- the boy reaches forward and begins to make the sign for more, bringing his hands to his mouth in the shape of the sign sandwhich, with text on the screen that reads: \"Amazing communication\"
0:39- White text on a black screen reads \"Yes, Watch it all right now!\"
0:42- White text on a black screen reads \"Burger Master\", with disco stars exploding behind the text
0:47- Orion leans forward in his chair bringing his hands in front of him in a modified \"C\" shape. The burger rests on the plate on the table in front of him. Orions body wobbles a bit as he leans forward with a slight smile on his face. The white dog passed by his chair and goes under the table. Orion's hands reach forward to touch the surface of the table. He brings his hands together and forms the sign for sandwich and bring his hands to his open mouth. Text on the screen reads: \"More Sandwich\". The adults left hand touches the table near the plate. Orion's hand reaches forward to guide the adult's hand to the plate, he makes eating sounds with his mouth, opening and closing his mouth. Text on the screen reads: \"Grabs a helping hand\"
1:16- the adults hand lifts the burger and brings it down near Orion's hands. Orion continues to open and close his mouth, miming eating. The adult waits for Orion to use his hand to lift her hand with the burger to his mouth. Text on the screen reads: \"Lifts Hand and burger\". Orion takes a big bit of the burger and wipes his mouth with the back of his right hand as the adult puts the burger back on the plate on the table.
1:38- the dog emerges from under the table and looks expectantly at Orion as he chews his food.
1:40- Fade to black screen with white text credits that read: \"iMovie and Betelgeuse Films Present A Betelgeuse Films Production, production in association with imovie. A Withrow Family film, Burger Master, Starring Orion, Edited by Heather Withrow, Music by ITunes, Directed by Heather Withrow, Roman Numerals MMXIV
Here is a blog that I posted about the chance to co-present with Alex Cook and represent the virtual community of practice at the Division of Early Childhood conference at Louisville, KY. I also reflected on one of our fabulous moderators, Heather Withrow and another leader who spoke brilliantly, Dr. Jennifer Grisham-Brown.
http://triwou.org/blog/post/175/dec-communicating-...
","userID":2016,"timestamp":"2016-11-18T01:50:00.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8570,"title":"Just in time for the holidays- a toy list created by another community of practice! ","body":"Hi all, Am sharing this with permission from another network of teachers who developed a list of toys that feature tactile/visual elements for learners with sensory loss. I'm sure many of these items would appeal to students with multiple disabilities! Amy
Hello All, we are excited to share a user-friendly booklet that pulls together a list of tactile/visual friendly toys for young DB learners. This compilation was put together by our Network of Teachers working with DeafBlind Students (NTDB) in the Rochester area of NY. [NTDB is a community of practice for educational team members who work with students with combined hearing and vision loss throughout New York State. This community of practice began in the downstate area of NYS but has been replicated and is active in four regions of the state. The groups generally meet every 6-8 weeks in the evenings and discuss relevant content that is self-identified by the respective members. NTDB provides a unique opportunity for peer-to-peer mentorship that is beyond the constraints of classroom and district settings.]
Just in time for holiday shopping! We have made it available through a downloadable link: http://bit.ly/2glrgZ4
All the best! Susie
Susie
Susanne Morgan Morrow, MA, CI, CT
Project Director, New York Deaf-Blind Collaborative
718-997-4854
www.qc.cuny.edu/community/nydbc
www.facebook.com/pages/New-York-Deaf-Blind-Collabo...
Tis the holiday season and I'm honored to be hosting on the Communication Matrix virtual community during this reflective time of the year. In December, families of all different sizes, with many types of traditions, celebrate and remember the holidays. My theme hosting during these weeks, will be focused on the roles and relationships that siblings of people with complex communication needs play in their lives.
","userID":2016,"timestamp":"2016-12-22T23:47:54.873","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8578,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:25:50.747","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95"},{"starID":5748,"postID":8579,"userID":9043,"timestamp":"2017-01-13T17:33:54.33"}],"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]},{"postID":8580,"title":"Sibling Leadership Network, A National Non-Profit ","body":"As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher and a researcher.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:23:28.087","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8584,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:35:18.667","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8585,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5733,"postID":8585,"userID":2016,"timestamp":"2016-12-26T22:17:12.293"},{"starID":5746,"postID":8585,"userID":9043,"timestamp":"2017-01-13T17:33:49.53"}],"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]},{"postID":8586,"title":"Tip Sheet for Adult Siblings of Persons with Disabilities","body":"As I have been scanning the literature on people with disabilities and their siblings, I have been reading research about what you might intuit to be true, that the strength of the sibling relationship may be based on many factors. One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
","userID":2016,"timestamp":"2016-12-30T03:53:52.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5745,"postID":8586,"userID":9043,"timestamp":"2017-01-13T17:33:46.75"}],"PostCollectionItems":[{"collectionItemID":173,"collectionID":103,"postID":8586,"quote":"This tip sheet has practical thoughts for adult siblings of persons with disabilities."}]},{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3"}],"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]},{"postID":8590,"title":"Sibling Influence and Sibling Intervention","body":"Over the past several weeks, I have been reflecting on siblings of people with multiple disabilities or those with complex communication needs. This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
","userID":2016,"timestamp":"2017-01-09T08:20:48.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1729,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5743,"postID":8590,"userID":9043,"timestamp":"2017-01-13T17:33:21"}],"PostCollectionItems":[{"collectionItemID":175,"collectionID":103,"postID":8590,"quote":"More on the topic of siblings with a strong review of studies that included the siblings of children with autism."}]},{"postID":10103,"title":"Can slowing speech help someone with CVI?","body":"I really enjoyed this short blog. Thought provoking on the ways we use speech to support students with Cortical Visual Impairments (CVI)
http://cviscotland.org/news/go...
","userID":2016,"timestamp":"2017-06-14T20:30:10.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":249,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817"}],"PostCollectionItems":[]}]}},{"collectionID":81,"name":"A Mom's Musings on Communication with DeafBlind Children","description":"A collection from Heather Withrow. The theme is communication, play and information through the sense of touch, as taught by the youngest family member, Orion, who is DeafBlind.","dateCreated":"2016-08-24T16:11:48.227","bio":null,"published":true,"userID":6476,"PostCollectionItems":[{"collectionItemID":106,"collectionID":81,"postID":8398,"quote":"Not only does playing via touch flavor your and your child's life with joy, they also become curious and interactive based on their positive experiences with their sense of touch. How do I know? My DeafBlind son, Orion, showed me.","Post":{"postID":8398,"title":"Playing Through Touch (Tickle Monster)","body":"This continues to be a favorite, fun especially for Orion and the tickler!
(Originally posted on \"A Mom's Musings', April 24, 2016)
This video is about playing through touch and using anticipation, with Mom's fingers crawling up his chest to tickle his neck. This gives Orion positive experiences with tickle and anticipation games. (Text is in the video description at its original YouTube location.)
Sighted children are able to see the tickle monster or The Hand diving in to tickle-bomb them. If you used the same sneaky technique on your DeafBlind child, you're going to scare them. Thomas and I wanted Orion to experience the same thing but in a DeafBlind way- what's similar in both situations is anticipation in a fun way. Orion has no sight or sound* so he's learning mainly through the senses he does have, most commonly known as touch, taste, smell. (There are more senses beyond the 5 senses, too, by the way!) In order for Orion to know we're about to come in, we go ahead and gently touch him on his abdomen, crawl up his chest in a slow-to-quick motion (slow most of the time) to where we ultimately tickle him.
We have accidentally frightened him, even when we mean well. I recall one time I was so excited, I mean, so emotionally overtaken when he accomplished something, I tickled him right away in celebration. He was startled. I hoped I did not scare him to the point he avoids doing that skill again. (He did it again anyway and I knew better to be gentle.)
*Orion has bilateral cochlear implants. He currently wears just the left processor for brief periods of time in school, especially during music class if he leaves it on.
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Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
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","lastLogin":"2016-08-03T15:39:50.293","admin":false,"website":"","noShowEmail":true,"twitter":"","facebook":"","charter":false,"organization1":"South Carolina DeafBlind Project","organization2":"","staff":false,"emailer":"monthly","lastEmailSent":"2020-09-12T23:14:36.05","highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"UserTypeLookups":[{"userTypeLookupID":68215,"userID":14050,"userTypeID":2,"type":null,"UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}],"User":{"userID":6476,"userName":"HeatherWithrow","email":"skyhex2@mac.com","photo":"/Uploads/photo_6476.jpg","firstName":"Heather","lastName":"Withrow","city":"Austin","stateID":"TX","bio":"My name is Heather \"Hex\" Withrow, I'm a Deaf artist, tinkerer, track & field coach, blogger, wife, DeafBlind learning topics nerd, FaceBook addict mom of three kids (in order from oldest to youngest): a Deaf son (11), a hearing daughter (10), and a DeafBlind son, Orion (6). 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Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]},"User1":{"userID":6476,"userName":"HeatherWithrow","email":"skyhex2@mac.com","photo":"/Uploads/photo_6476.jpg","firstName":"Heather","lastName":"Withrow","city":"Austin","stateID":"TX","bio":"My name is Heather \"Hex\" Withrow, I'm a Deaf artist, tinkerer, track & field coach, blogger, wife, DeafBlind learning topics nerd, FaceBook addict mom of three kids (in order from oldest to youngest): a Deaf son (11), a hearing daughter (10), and a DeafBlind son, Orion (6). I've seen my share of IEPs and feverently celebrate little accomplishments!\n\nMy blog, \"A Mom's Musings\", is at http://hexwit.blogspot.com and I'm on Facebook as \"A Mom's Musings: Orion the Kid\".\n\n(Profile picture description: A white-haired DeafBlind 6 year-old boy sits on his Deaf mom’s lap, both are touching a green apple. Mom is sitting on the grass with legs straight. A fence is slightly visible in the background behind lush hydrangeas adorned with vividly blue blossoms. Photo credit: Hildy Lightfoot, a.k.a. Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]}}},{"collectionItemID":108,"collectionID":81,"postID":7911,"quote":"To love and be loved... without words.","Post":{"postID":7911,"title":"Love Doesn't Need Words","body":"I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
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It helps us recognize and explain to our community about our children’s ‘voices’ or ‘touch”, that many people probably never realized or appreciated were meaningful communication.
\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
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First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Also posted on \"A Mom's Musings\", 9/2/2016
When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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I've seen my share of IEPs and feverently celebrate little accomplishments!\n\nMy blog, \"A Mom's Musings\", is at http://hexwit.blogspot.com and I'm on Facebook as \"A Mom's Musings: Orion the Kid\".\n\n(Profile picture description: A white-haired DeafBlind 6 year-old boy sits on his Deaf mom’s lap, both are touching a green apple. Mom is sitting on the grass with legs straight. A fence is slightly visible in the background behind lush hydrangeas adorned with vividly blue blossoms. Photo credit: Hildy Lightfoot, a.k.a. Grandma.)","lastLogin":"2016-02-06T16:03:42.94","admin":false,"website":"http://www.heatherwithrow.com","noShowEmail":true,"twitter":"@Hexsie","facebook":"http://www.facebook.com/O.T.Withrow","charter":false,"organization1":"","organization2":"","staff":false,"emailer":"daily","lastEmailSent":"2020-10-03T23:00:52.64","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":4393,"postID":6895,"userID":6476,"timestamp":"2015-12-05T15:16:01.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91"},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713"},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94"},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077"},{"starID":5428,"postID":7950,"userID":6476,"timestamp":"2016-01-15T06:56:44.977"},{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"},{"starID":5811,"postID":8693,"userID":6476,"timestamp":"2017-03-18T20:46:22.243"}],"UserTypeLookups":[]}}},{"collectionItemID":255,"collectionID":81,"postID":10250,"quote":"Touch: Accessible, yet natural feeling, interaction and information for my DeafBlind son Orion.","Post":{"postID":10250,"title":"Pearls Of Touch","body":"Originally posted March 2017 at \"A Mom's Musings\", www.OrionTheKid.com
My muses for this are from two key sources: my DeafBlind, ProTactile-using (and PT inspiring) friends Hayley Broadway and Sarah Morrison, and my 6+ years of wanting accessible, yet natural feeling, interaction and information for my DeafBlind 6 year-old son Orion. These thoughts were jogged while preparing for Hayley and Sarah’s much-anticipated ProTactile presentation at the 2017 Texas DeafBlind Symposium on 3/4/2017.
We’ve known since before Orion was born that touch would be a key part of his life. What we know today was refined, elaborated, practiced and it will continue to develop over time as we learn from our mistakes, discoveries, and Orion’s responses.Communication can happen at any level ranging from the level of involuntary communication, and then voluntary communication including the simplest basic refusal (such as refusing food or spitting it out) all the way through to abstract languages such as American Sign Language, English, Tagalog, etc. My thoughts on touch grows upon the basis that it is versatile through any level of communication.Touch for Communication
\nDisclaimer: I’m a Deaf mom who loves any topic regarding congenitally DeafBlind individuals provided by presenters, DeafBlind-related specialists, and therapists in person or via articles and videos. For the sake of categorizing types of touch in my thoughts here, there are two— direct contact and indirect contact.Direct contact
Constantly in skin to skin contact: any part of your body to any part of his body, in any situation (floor, bed, highchair, bathtub). Touch is not only done by your fingers but any part of the great skin organ we have.
When you greet Orion, we welcome you to:
1) Touch his knee, elbow or upper arm.
2a) Orion will put his hand on where he knows your hand is, or
2b) From his elbow, glide your fingers up to his hand.
3) Sign “Hi”. If he still holds on to feel what you’re doing, quickly add Orion’s name sign to say “Hi, Orion”, and then “Me” and your name sign.
Note: if Orion withdraws contact during any step, that is OK. He knows you/someone is there. Do not go directly to his face, chest or palm of his hands without greeting/touching him in the first place. Any new comments or actions, you touch Orion the same way as you greet him (step #1 and #2 above).
Staying in contact is providing constant feedback to Orion on your actions. Another benefit is that it’s less startling to the Deafblind child is tapping or prompting him with the same hand or body part that’s already in contact. Moving yourself or an object while in contact informs him where you/it ends up.
\nTip: If he pushes you away, let him. Follow/accept where he puts your hand and stay there for a while and then go back and touch him. If he pushes you away again, accept and stay there. (Object permanence.) Orion does check and see if you’re still there even when he requires his own space.
\nIndirect contact
Other ways to indirectly inform him that you’re there if not directly touching him is through your vibrations, movement, scent and movement of air.
Some examples are sitting on the bench with him, bed, stroller, wood floor, etc. There’s no need to tiptoe around because its beneficial to be noisy or create vibrations because your DeafBlind child will know something’s up. When Orion was a baby, he’d lounge on a nice setup on the wood floor, you can feel when people walk through the room and approach you. We would touch the frame of his stroller or the edge of the playpen before touching Orion’s legs and arms because this alerts him that someone is near and perhaps approaching him.
\nOrion loves our bed maybe a bit too much. When I get up and go to the other side of the bed, instead of just walking around and re-touching the bed, I suggest you get up, keep your hands on the mattress- drum it, push it with your fingers, anything, including bumping your leg against the bed frame wherever you are— be a klutz— until you go to the other side of the bed, Orion will have observed exactly where you were, went and are now and will not be startled when you are in contact with him again.
\nTouch for Information
\nTouch is not just for communication, it overlaps with information/observation uses, too. If nobody touched Orion, or any other DeafBlind child, while doing their own errands or activities, Orion/they may assume people just sit or lay around all day so he will do just that. He will have received misleading information even with the absence of touch!
\nAnother touch information example is bringing Orion to the refrigerator to get the milk jug out, taking the top off, pouring it in his bottle, putting the bottle top back on, putting the milk jug cap back on and into the fridge and giving him the bottle to enjoy. This was not easy to do, and I recommend two people working together for this one but when this is done, Orion gets input to build up concepts about the things, people and activities in his environment.
\nWe encourage nurses and doctors to let Orion feel the medical tools first before using them on him. Tools, including utensils, bottles are concrete, self-explanatory objects that Orion knows about. We can use these objects as object symbols when we’re not currently in the situation, such as letting him know we’re going to the doctor by showing him a spare stethoscope.
\nCreating habits and a lifestyle
\nIf habit is a comfortable bed that’s hard to get out of, then touch communication is a bed I wouldn’t even try to get out of.
\nWhen this is an effort that you think of to do every day, every time, it has a chance to become a habit and then a lifestyle. It would be even better as a family, team or community lifestyle. Orion is a naturally happy boy, he is even more content and quick to play when we’re in touch with him.
\nThis is something anybody can do, family members, teachers, bus drivers, doctors and friends can share of themselves through touch. Anyone. Abstract language is not required for touch communication and information.
\n————————————————————————
Related takeaways and my spin-off thoughts from Friday (3/3) enlightening general session presentations at the 2017 Texas DeafBlind Symposium. (Prior to the ProTactile presentation.)
I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267","Post":{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4396,"postID":6904,"userID":6476,"timestamp":"2015-12-07T12:49:47.797","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96","Post":{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4400,"postID":6913,"userID":6476,"timestamp":"2015-12-08T18:03:51.91","Post":{"postID":6913,"title":"Father and Son Enjoy a Finger-Tapping Conversation","body":"Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5405,"postID":7916,"userID":6476,"timestamp":"2015-12-15T08:07:29.877","Post":{"postID":7916,"title":"Your Flyswatter vs. The Good Fairy","body":"What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
","userID":6476,"timestamp":"2015-12-14T21:42:33.827","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Empower our children by saying good riddance to the Good Fairy!","show":true,"views":3154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":109,"collectionID":81,"postID":7916,"quote":"Empower our DeafBlind children by saying good riddance to the Good Fairy! You can have too much of a good thing."}]}},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66","Post":{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5408,"postID":7924,"userID":6476,"timestamp":"2015-12-20T23:06:30.713","Post":{"postID":7924,"title":"Access to Media: The Importance of Audio Description","body":"Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5410,"postID":7935,"userID":6476,"timestamp":"2015-12-24T15:58:18.94","Post":{"postID":7935,"title":"Mommy Loves the Communication Matrix","body":"As a parent, I believe the Communication Matrix is a great set of lens for us to look through at our children. It helps us recognize and explain to our community about our children’s ‘voices’ or ‘touch”, that many people probably never realized or appreciated were meaningful communication.
\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
","userID":6476,"timestamp":"2015-12-24T15:57:34.303","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"This mom appreciates the perspective gained from using the Communication Matrix. ","show":true,"views":2908,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":110,"collectionID":81,"postID":7935,"quote":"This mom appreciates the perspective gained from using the Communication Matrix."}]}},{"starID":5412,"postID":7936,"userID":6476,"timestamp":"2015-12-31T17:05:59.077","Post":{"postID":7936,"title":"Video: Talking and Eating (with Orion)","body":"For the last day of this memorable month of December guest moderating in the Communication Matrix Community, I want to share a gem of a moment with Orion I was able to get on video where I \"tempted\" and invited Orion to read sign language tactually.
First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
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When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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","userID":12934,"timestamp":"2017-03-03T18:46:13.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}}],"UserTypeLookups":[],"Posts":[{"postID":6894,"title":"","body":"","userID":6476,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6895,"title":"Any Communication is still Communication","body":"I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
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I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
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(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
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December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
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\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
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First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
This continues to be a favorite, fun especially for Orion and the tickler!
(Originally posted on \"A Mom's Musings', April 24, 2016)
This video is about playing through touch and using anticipation, with Mom's fingers crawling up his chest to tickle his neck. This gives Orion positive experiences with tickle and anticipation games. (Text is in the video description at its original YouTube location.)
Sighted children are able to see the tickle monster or The Hand diving in to tickle-bomb them. If you used the same sneaky technique on your DeafBlind child, you're going to scare them. Thomas and I wanted Orion to experience the same thing but in a DeafBlind way- what's similar in both situations is anticipation in a fun way. Orion has no sight or sound* so he's learning mainly through the senses he does have, most commonly known as touch, taste, smell. (There are more senses beyond the 5 senses, too, by the way!) In order for Orion to know we're about to come in, we go ahead and gently touch him on his abdomen, crawl up his chest in a slow-to-quick motion (slow most of the time) to where we ultimately tickle him.
We have accidentally frightened him, even when we mean well. I recall one time I was so excited, I mean, so emotionally overtaken when he accomplished something, I tickled him right away in celebration. He was startled. I hoped I did not scare him to the point he avoids doing that skill again. (He did it again anyway and I knew better to be gentle.)
*Orion has bilateral cochlear implants. He currently wears just the left processor for brief periods of time in school, especially during music class if he leaves it on.
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Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands. I still believe that anything is possible, no matter how a child uses his hand and would love to learn more.
Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Also posted on \"A Mom's Musings\", 9/2/2016
When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
","userID":6476,"timestamp":"2016-09-02T16:45:01.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4903,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5613,"postID":8420,"userID":6476,"timestamp":"2016-09-02T16:49:38.563"}],"PostCollectionItems":[{"collectionItemID":114,"collectionID":81,"postID":8420,"quote":"We used to wonder how Orion would get from where he was as a baby, with fists and Moro reflexes, all the way to being a tactile-signing DeafBlind adult."}]},{"postID":10250,"title":"Pearls Of Touch","body":"Originally posted March 2017 at \"A Mom's Musings\", www.OrionTheKid.com
My muses for this are from two key sources: my DeafBlind, ProTactile-using (and PT inspiring) friends Hayley Broadway and Sarah Morrison, and my 6+ years of wanting accessible, yet natural feeling, interaction and information for my DeafBlind 6 year-old son Orion. These thoughts were jogged while preparing for Hayley and Sarah’s much-anticipated ProTactile presentation at the 2017 Texas DeafBlind Symposium on 3/4/2017.
We’ve known since before Orion was born that touch would be a key part of his life. What we know today was refined, elaborated, practiced and it will continue to develop over time as we learn from our mistakes, discoveries, and Orion’s responses.Communication can happen at any level ranging from the level of involuntary communication, and then voluntary communication including the simplest basic refusal (such as refusing food or spitting it out) all the way through to abstract languages such as American Sign Language, English, Tagalog, etc. My thoughts on touch grows upon the basis that it is versatile through any level of communication.Touch for Communication
\nDisclaimer: I’m a Deaf mom who loves any topic regarding congenitally DeafBlind individuals provided by presenters, DeafBlind-related specialists, and therapists in person or via articles and videos. For the sake of categorizing types of touch in my thoughts here, there are two— direct contact and indirect contact.Direct contact
Constantly in skin to skin contact: any part of your body to any part of his body, in any situation (floor, bed, highchair, bathtub). Touch is not only done by your fingers but any part of the great skin organ we have.
When you greet Orion, we welcome you to:
1) Touch his knee, elbow or upper arm.
2a) Orion will put his hand on where he knows your hand is, or
2b) From his elbow, glide your fingers up to his hand.
3) Sign “Hi”. If he still holds on to feel what you’re doing, quickly add Orion’s name sign to say “Hi, Orion”, and then “Me” and your name sign.
Note: if Orion withdraws contact during any step, that is OK. He knows you/someone is there. Do not go directly to his face, chest or palm of his hands without greeting/touching him in the first place. Any new comments or actions, you touch Orion the same way as you greet him (step #1 and #2 above).
Staying in contact is providing constant feedback to Orion on your actions. Another benefit is that it’s less startling to the Deafblind child is tapping or prompting him with the same hand or body part that’s already in contact. Moving yourself or an object while in contact informs him where you/it ends up.
\nTip: If he pushes you away, let him. Follow/accept where he puts your hand and stay there for a while and then go back and touch him. If he pushes you away again, accept and stay there. (Object permanence.) Orion does check and see if you’re still there even when he requires his own space.
\nIndirect contact
Other ways to indirectly inform him that you’re there if not directly touching him is through your vibrations, movement, scent and movement of air.
Some examples are sitting on the bench with him, bed, stroller, wood floor, etc. There’s no need to tiptoe around because its beneficial to be noisy or create vibrations because your DeafBlind child will know something’s up. When Orion was a baby, he’d lounge on a nice setup on the wood floor, you can feel when people walk through the room and approach you. We would touch the frame of his stroller or the edge of the playpen before touching Orion’s legs and arms because this alerts him that someone is near and perhaps approaching him.
\nOrion loves our bed maybe a bit too much. When I get up and go to the other side of the bed, instead of just walking around and re-touching the bed, I suggest you get up, keep your hands on the mattress- drum it, push it with your fingers, anything, including bumping your leg against the bed frame wherever you are— be a klutz— until you go to the other side of the bed, Orion will have observed exactly where you were, went and are now and will not be startled when you are in contact with him again.
\nTouch for Information
\nTouch is not just for communication, it overlaps with information/observation uses, too. If nobody touched Orion, or any other DeafBlind child, while doing their own errands or activities, Orion/they may assume people just sit or lay around all day so he will do just that. He will have received misleading information even with the absence of touch!
\nAnother touch information example is bringing Orion to the refrigerator to get the milk jug out, taking the top off, pouring it in his bottle, putting the bottle top back on, putting the milk jug cap back on and into the fridge and giving him the bottle to enjoy. This was not easy to do, and I recommend two people working together for this one but when this is done, Orion gets input to build up concepts about the things, people and activities in his environment.
\nWe encourage nurses and doctors to let Orion feel the medical tools first before using them on him. Tools, including utensils, bottles are concrete, self-explanatory objects that Orion knows about. We can use these objects as object symbols when we’re not currently in the situation, such as letting him know we’re going to the doctor by showing him a spare stethoscope.
\nCreating habits and a lifestyle
\nIf habit is a comfortable bed that’s hard to get out of, then touch communication is a bed I wouldn’t even try to get out of.
\nWhen this is an effort that you think of to do every day, every time, it has a chance to become a habit and then a lifestyle. It would be even better as a family, team or community lifestyle. Orion is a naturally happy boy, he is even more content and quick to play when we’re in touch with him.
\nThis is something anybody can do, family members, teachers, bus drivers, doctors and friends can share of themselves through touch. Anyone. Abstract language is not required for touch communication and information.
\n————————————————————————
Related takeaways and my spin-off thoughts from Friday (3/3) enlightening general session presentations at the 2017 Texas DeafBlind Symposium. (Prior to the ProTactile presentation.)
I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
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I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
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(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
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December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
What is that? This is an image of a Good Fairy put right in its place, under a flyswatter. Let's talk about why we can’t have them fluttering around. (Artwork of the flattened fairies are at the bottom of this post, illustrated by myself.)
Have you ever had anything appear in front of you from out of nowhere? (Knowing this isn’t physically impossible, I’d be freaking out, too.)
Did you ever have anything all done for you when you could've done it yourself? (Cleaning services are welcome anytime, though!)
Too-Helpful Fairy Examples:
We attempted to swat the fairy by having Orion, while held, feel us get the milk jug out of the cold refrigerator, popping off the cap and pouring the cold liquid into his bottle. (This is messy LEARNING!)
Laying in the tub during bath time, something pleasant smelling yet cold quickly appears on Orion's chest. *Slapping, swatting furiously* We introduce the shampoo bottle to his hand and chest, invite him to feel the cap opening and the shampoo flows onto his chest.
In the high chair, Orion let go of the bottle into empty space. Orion finds it in front of him again. The fork magically returns to place and the plate as well! *Stomp. Stomp! Checking out the goo on the sole of my shoe.* The bottle is on its side on the table, the fork lay in his lap. Orion knows this because he had to look for them when he wanted them and there they were, in the exact same place where he let go of them! (OK, sometimes they roll or slide off the table.)
Things to play with appear in his hands or on his chest whether he likes it or not. *Swooooooosh-splat!* Baskets or items are left in their designated spaces around the room, Orion is guided over to them. Even better is when Orion independently scoots over on his back to find them.
Orion finds himself on a wood platform swing… where? *Brief, loud hissing from a can* Orion recognizes the landmarks at the entrance to his room, walks with assistance over to the swing in the center, smiles, drops down and gets right to playing.
Tips to consider:
I’m not a perfect fairy swatter. I’ve face-palmed myself when I've realized I missed the opportunities, too. I’ve even stopped my hands inches away from my boy, realizing what I was just about to do. As family members and IEP team members, we need to support one another positively to maximize all the interactions we do with our children when they’re attentive and ready to learn. Observe, invite feedback, look for those expansion opportunities and to give the Good Fairy a swift and definite final swat with your friendly flyswatter.
“Do With, Not For” and please do use the flyswatter!
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\r\nOn conventional questionnaires and intake forms, when we parents are barely able to check off a box whether our child can do something, say something, it feels like our kids are doing poorly. We can be so hard on ourselves already and this doesn’t help. When Orion was a wee infant, and I’d already met and processed internal thoughts about those standard forms, I silently told myself that these weren’t designed with my son in mind and he is doing well for his circumstances. Society in general seemed to have put, “language”, on an “only\" pedestal. There’s a whole ‘nother way around this because communication happens on every level. I am thankful for the examples of communication you’d see in the Communication Matrix questionnaire, I’m thankful to be able to check off more of these boxes and see we can look forward to, something on the horizon that my child and I can realistically aim for.
\r\nI used to say my son was “non-verbal, while on the videophone talking with medical professionals or with the staff in the emergency room or urgent care when they ask questions about him and his complaint. Non-verbal already felt so wrong to me during that time and as I learned of more DeafBlind resources and the different levels and purposes of communication, I found it! Orion’s signing vocabulary is spontaneous and still countable on our fingers, but I’ve been saying Orion is an emerging and unconventional communicator. With Orion grabbing and moving our hands, signing when he feels like it, sitting up to grab our shirt, fussing, moving our hands under his armpits to pick him up, giggling and touching our hands for more, trying to walk in a different direction than the one we were going in, there’s a lot of communication going on.
You can give the Communication Matrix questionnaire a try, whether you're a parent, intervener, or education professional. Test Drive the Matrix at https://www.communicationmatrix.org/TestDrive.aspx
------------
Off on a tangent here, I enjoyed playing the \"Lode Runner\" game back when desktop computers had black screens and green or white text and graphics and you could save files on a floppy disk. Here are the Seven Levels of Communication, Lode Runner style!
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First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
This continues to be a favorite, fun especially for Orion and the tickler!
(Originally posted on \"A Mom's Musings', April 24, 2016)
This video is about playing through touch and using anticipation, with Mom's fingers crawling up his chest to tickle his neck. This gives Orion positive experiences with tickle and anticipation games. (Text is in the video description at its original YouTube location.)
Sighted children are able to see the tickle monster or The Hand diving in to tickle-bomb them. If you used the same sneaky technique on your DeafBlind child, you're going to scare them. Thomas and I wanted Orion to experience the same thing but in a DeafBlind way- what's similar in both situations is anticipation in a fun way. Orion has no sight or sound* so he's learning mainly through the senses he does have, most commonly known as touch, taste, smell. (There are more senses beyond the 5 senses, too, by the way!) In order for Orion to know we're about to come in, we go ahead and gently touch him on his abdomen, crawl up his chest in a slow-to-quick motion (slow most of the time) to where we ultimately tickle him.
We have accidentally frightened him, even when we mean well. I recall one time I was so excited, I mean, so emotionally overtaken when he accomplished something, I tickled him right away in celebration. He was startled. I hoped I did not scare him to the point he avoids doing that skill again. (He did it again anyway and I knew better to be gentle.)
*Orion has bilateral cochlear implants. He currently wears just the left processor for brief periods of time in school, especially during music class if he leaves it on.
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Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands. I still believe that anything is possible, no matter how a child uses his hand and would love to learn more.
Co-signing: Whose Action Is It Anyway?
Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not under the child’s effort or control.
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count on one hand, in his 6 young years that we tried to co-sign. We had far more success with Hand-Under-Hand and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community, 24 hours a day, 7 days a week, using American Sign Language. We need to make sure that our DeafBlind children have access to any mode of communication that works the best for him, what is natural and practical for him to use. In addition to that, strongly recommend Hand Under Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention is Questionable With Co-Signing
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know if they’re paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Likes and Dislikes
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.)
Leave Co-Signing Out of IEPs
I’ve seen measurements of co-signing proposed in one of Orion’s past IEPs and we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student/child’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at his actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it at home. It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” list updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess or measure communication, as shared in the Communication Matrix Community. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose Action Is It Anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Note: I’m speaking from my experience and observations as a mother of a DeafBlind child who is physically able to use his hands and as a Deaf person who loves using her hands for communication. I still believe that anything is possible, no matter how a child uses his hands and would love to learn about adapting for a person who uses their hands differently.
Co-signing: Whose action is it anyway? Not the DeafBlind child, that’s for sure.
Co-signing or co-active signing is when another person uses hand-over-hand (HOH), taking full control of the child’s hands with your hands, to manipulate or shape the child’s hands and make their hands do something that is not by the child’s effort.
When Orion was a wee infant, we'd learned that hand over hand will cause dependency on another person including needing to have someone else sign your words and you'd confirm/object. That's what we gathered as parents. As the years went by raising Orion, we realized that dependency wasn't the biggest issue and we'll discuss his autonomy here.
The Respectful Exception
Co-signing can be respectfully used with DeafBlind individuals with their expressed consent or their request how to position their fingers or hands into a sign or handshape. Hand-over-hand is also an exploration option for a student and intervener for safety purposes, again this is possible because of the student’s permission. The DeafBlind individuals described here likely have reached conventional communication and language levels. It is very “interesting\" to get permission from an emerging communicator which my son, Orion, is. He withdrew his hands and resisted during the few times, that I can count by the fingers on both my hands, in his 6 young years that we tried to co-sign. With him, we had far more success with Hand-Under-Hand (HUH) and lots of patience.
We did some co-signing for fun with my oldest son, Skyler, who is 11 and profoundly deaf. When he started sitting up, not yet a year old, a dear CODA* family friend of ours sat Skyler on her lap with him facing away from her, she took his wrists and moved his hands around as if Skyler were signing. Like a puppet. Skyler was fascinated with what was going on, looking at his hands and at us looking at him.
Try an experiment with yourself and another person. Close your eyes and imagine you are deaf as well, have your friend manipulate your fingers into a handshape and perhaps do an activity that the other person is full in control of using your hands. What do you notice more through touch? The position your fingers were molded into or the person’s fingers working over your hands? Do you notice the activity underneath your fingers or the other person’s hands on top of yours? Or perhaps both?
Communication and Exploration Models
What’s different between Skyler, a Deaf child who has usable vision, and a totally DeafBlind child like Orion is that Skyler still had visual access to language models in his community using American Sign Language 24 hours a day, 7 days a week. We need to make sure that our DeafBlind children also have access to any mode of communication that works the best for him, what is natural and practical for him to use, for example, along with tactile sign language that is used by conventional to language users, there's touch cues/signing on their body for our emerging communicators. In addition to that, I encourage Hand-Under-Hand for exploration and observation, not only at school and home, but anywhere in between… on the school bus, at the store, in the coffee shop drive-thru… anywhere! To make this possible, it is very important for the school personnel and family to be consistent with communication strategies and exploration.
Attention
Co-signing does not have the same access, independence and easy verification of the DeafBlind person’s attention as tactile sign language use does. When you grasp the child’s hands and manipulate them (HOH), you do not know how much they are paying attention. When you use hand-under-hand (HUH), where the child “rides” the back of your hands or fingers, you’ll know the child is observing what you are doing or signing simply by the fact their hands continue to voluntarily follow your movements. When they pull away during HUH, you know they’re not watching.
This is just like the quote, “You can lead a horse to the water but you cannot make him drink it.”
Motivation
How do you entice the Deafblind child to “drink the water”? Find out what he loves doing and the things he likes, avoid the things he dislikes because that will be his internal motivation to participate in hand-under-hand observation and even him using his own hands to explore the object, person and environment. We are very particular about keeping Orion’s “Likes and Dislikes” inventory updated. (It is available via Washington Sensory Disabilities Services’ website.) Another way to get his interest is to do an action right next to him. Bump his forearm with yours. You can even accept that he just touch your forearm because eventually curiosity will get the best of him and he'll move over to your hands, then your fingers and the goal is to take over what you were doing and do it himself.
A video that I created over the summer in my parents' beautiful Pacific Northwest backyard, \"Orion Picks A Tomato\",shows me using hand-under-hand with Orion to try and pick a tomato. He did lose contact and pulled away and I allowed him to do that and then we tried again. I also attempted to model/label the tomato with the sign for tomato. He did not seem too attentive to the sign, however I was happy his left hand stayed in the vicinity of my signs compared to just \"looking\" for one second, like he did in the past.
Measuring your student's goals
When a proposed objective mentioned \"co-signing\" in one of Orion’s past IEPs, we had an enlightening discussion among the IEP team members about who you really are measuring when you’re working on your student’s goals and objectives. We would be measuring the adult in the co-signing situation, not the child. For example, “The child will co-sign (whatever the word is) 2 out of 3 trials”. Thankfully the team amicably agreed to toss it out.
Just for pretend, if one actually put that in the IEP and used it to measure the child, one has not only measured themselves, they've also measured that the child has submitted himself, releasing control over his own body, 2 out of 3 trials. We do not want that at all! Co-signing may be a strategy but not one I would want with my children and definitely leave it out of the IEP.
For measurements, look at the student's responses and efforts. His actual signs, body language, vocalizations, gestures, his comandeering of your hand to indicate what he wants and the like. In addition to the Communication Matrix, there are other ways to assess communication, as shared in Charity Rowland's Community Collection. As a parent, I appreciate the organization and labeling of the matrix and have used it... as a parent! It tells me where Orion is right now, how far he has come and what to watch for and nurture.
When the child expresses himself in whatever purpose and level of communication it is, you’ll know it is his independent action.
*CODA: Child Of Deaf Adults
Also posted on \"A Mom's Musings\", 9/2/2016
When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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When Orion was a baby, Thomas and I wondered how he would get from where he was as a baby, with fists and Moro reflexes, all the way to a tactile-signing DeafBlind adult. Just like the DeafBlind adults in our Deaf community. “How?” we wondered and it would stay like that for a couple years.
Meanwhile, within hours of Orion’s birth in July 2010, we went ahead and started with what we called “signing on the body” with our sign for “MILK\". We decided we should go to him rather than expect him to put his little baby hands on top of our hands because that’s simply something infants don’t do, except perhaps grabbing a single finger with their fists.
One month old Orion grabs Daddy's pinky finger.
Description: Extreme close-up photo where a baby's forearm, while wearing a light blue long sleeved outfit, is visible holding onto an adult's pinkie finger.
I’ve always believed in the Hand-Under-Hand strategy for the DeafBlind child’s autonomy, observations, attention checks and participation opportunities. In the past year, I realized we answered the 6 year old question, that one of the pathways to tactile sign language communication was Hand-Under-Hand! Orion is learning that his hands make a difference, with them he is exploring his physical environment, other people’s hands and what their hands are doing. He’s starting to really see with his hands now, bring to life the saying I heard weeks before he was born, “DeafBlind children’s hands are their eyes\".
We still do use “signing on his body” also known as “touch cues”. What we do these days with Orion is letting him know we were here, then go to his hands (or he finds ours) and start out tactile signing (Tactile ASL, also known as TASL) since he’s getting better with voluntarily following our hand-under-hand action. When Orion doesn’t want to touch our signs, we then switch to signing on him but keep trying to return to TASL. We also continue to use touch cues when the TASL sign is new to him.
Also an option is to imitate a motion or action associated with the action, this may speak for itself or is already identical to ASL. For example, to sign “OPEN” for twisting open the peanut butter jar, we hold an imaginary jar with the left hand while the right hand is on top imitating a lefty-loosey twist motion. That is the conceptually appropriate sign for that “OPEN” situation and it is what we actually do to open the jar. Because of their similarities to functional motions, these signs are likely to be among the first in Orion’s sign vocabulary.
Somewhere in that mix we must continue to use object cues, which are real objects or a recognizable part of the whole object. Children will understand what the object cue is since they’ve figured out what it’s function is, for example, a bottle, and it is in their hands right now and that’s their reference for what is to come next. Knowing American Sign Language, or any other language, is where you have the ability to talk about something that is not there in front of you nor happening right now. This is why we rely on object cues since Orion is not \"there\" yet.
Orion still pulls away a lot from our tactile signs and hand-under-hand efforts but we noticed he is willing to “look” longer and longer. At 6 years old we are still seeing a slow but true trend of growth and participation from Orion. It’s a long journey and we need endless springs of patience, but it is still possible!
I’ll leave you with an enlightening and affirming quote shared in one of the OHOA Modules*, “Communication at any level is still communication.\"
*Open Hands, Open Access DeafBlind Intervener Learning Modules, http://moodle.nationaldb.org.
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My muses for this are from two key sources: my DeafBlind, ProTactile-using (and PT inspiring) friends Hayley Broadway and Sarah Morrison, and my 6+ years of wanting accessible, yet natural feeling, interaction and information for my DeafBlind 6 year-old son Orion. These thoughts were jogged while preparing for Hayley and Sarah’s much-anticipated ProTactile presentation at the 2017 Texas DeafBlind Symposium on 3/4/2017.
We’ve known since before Orion was born that touch would be a key part of his life. What we know today was refined, elaborated, practiced and it will continue to develop over time as we learn from our mistakes, discoveries, and Orion’s responses.Communication can happen at any level ranging from the level of involuntary communication, and then voluntary communication including the simplest basic refusal (such as refusing food or spitting it out) all the way through to abstract languages such as American Sign Language, English, Tagalog, etc. My thoughts on touch grows upon the basis that it is versatile through any level of communication.Touch for Communication
\nDisclaimer: I’m a Deaf mom who loves any topic regarding congenitally DeafBlind individuals provided by presenters, DeafBlind-related specialists, and therapists in person or via articles and videos. For the sake of categorizing types of touch in my thoughts here, there are two— direct contact and indirect contact.Direct contact
Constantly in skin to skin contact: any part of your body to any part of his body, in any situation (floor, bed, highchair, bathtub). Touch is not only done by your fingers but any part of the great skin organ we have.
When you greet Orion, we welcome you to:
1) Touch his knee, elbow or upper arm.
2a) Orion will put his hand on where he knows your hand is, or
2b) From his elbow, glide your fingers up to his hand.
3) Sign “Hi”. If he still holds on to feel what you’re doing, quickly add Orion’s name sign to say “Hi, Orion”, and then “Me” and your name sign.
Note: if Orion withdraws contact during any step, that is OK. He knows you/someone is there. Do not go directly to his face, chest or palm of his hands without greeting/touching him in the first place. Any new comments or actions, you touch Orion the same way as you greet him (step #1 and #2 above).
Staying in contact is providing constant feedback to Orion on your actions. Another benefit is that it’s less startling to the Deafblind child is tapping or prompting him with the same hand or body part that’s already in contact. Moving yourself or an object while in contact informs him where you/it ends up.
\nTip: If he pushes you away, let him. Follow/accept where he puts your hand and stay there for a while and then go back and touch him. If he pushes you away again, accept and stay there. (Object permanence.) Orion does check and see if you’re still there even when he requires his own space.
\nIndirect contact
Other ways to indirectly inform him that you’re there if not directly touching him is through your vibrations, movement, scent and movement of air.
Some examples are sitting on the bench with him, bed, stroller, wood floor, etc. There’s no need to tiptoe around because its beneficial to be noisy or create vibrations because your DeafBlind child will know something’s up. When Orion was a baby, he’d lounge on a nice setup on the wood floor, you can feel when people walk through the room and approach you. We would touch the frame of his stroller or the edge of the playpen before touching Orion’s legs and arms because this alerts him that someone is near and perhaps approaching him.
\nOrion loves our bed maybe a bit too much. When I get up and go to the other side of the bed, instead of just walking around and re-touching the bed, I suggest you get up, keep your hands on the mattress- drum it, push it with your fingers, anything, including bumping your leg against the bed frame wherever you are— be a klutz— until you go to the other side of the bed, Orion will have observed exactly where you were, went and are now and will not be startled when you are in contact with him again.
\nTouch for Information
\nTouch is not just for communication, it overlaps with information/observation uses, too. If nobody touched Orion, or any other DeafBlind child, while doing their own errands or activities, Orion/they may assume people just sit or lay around all day so he will do just that. He will have received misleading information even with the absence of touch!
\nAnother touch information example is bringing Orion to the refrigerator to get the milk jug out, taking the top off, pouring it in his bottle, putting the bottle top back on, putting the milk jug cap back on and into the fridge and giving him the bottle to enjoy. This was not easy to do, and I recommend two people working together for this one but when this is done, Orion gets input to build up concepts about the things, people and activities in his environment.
\nWe encourage nurses and doctors to let Orion feel the medical tools first before using them on him. Tools, including utensils, bottles are concrete, self-explanatory objects that Orion knows about. We can use these objects as object symbols when we’re not currently in the situation, such as letting him know we’re going to the doctor by showing him a spare stethoscope.
\nCreating habits and a lifestyle
\nIf habit is a comfortable bed that’s hard to get out of, then touch communication is a bed I wouldn’t even try to get out of.
\nWhen this is an effort that you think of to do every day, every time, it has a chance to become a habit and then a lifestyle. It would be even better as a family, team or community lifestyle. Orion is a naturally happy boy, he is even more content and quick to play when we’re in touch with him.
\nThis is something anybody can do, family members, teachers, bus drivers, doctors and friends can share of themselves through touch. Anyone. Abstract language is not required for touch communication and information.
\n————————————————————————
Related takeaways and my spin-off thoughts from Friday (3/3) enlightening general session presentations at the 2017 Texas DeafBlind Symposium. (Prior to the ProTactile presentation.)
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
","userID":9555,"timestamp":"2016-04-26T01:08:05.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":42,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5526,"postID":8192,"userID":2023,"timestamp":"2016-04-29T17:00:29.227","Post":{"postID":8192,"title":"Collection Item # 2: Video Modeling and Self-modeling","body":"Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
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Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
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Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
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Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
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Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
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Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
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Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
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For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
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For more information: https://canplan.swoogo.com/DBI...
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For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
HomeTalk, a Family Assessment of Children who\r\nare Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and\r\nprofessionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey\r\nMar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf.\r\nIts purpose is to help families participate in the planning of their child’s\r\neducational program. Family members and other care providers have the best\r\nopportunities to make observations of a child at home and in the community. They\r\nknow their child’s skills better than anyone, and they need a way to describe\r\nthose skills in a language that professionals will respect. HomeTalk can\r\nprovide a broad picture of a child’s skills, special interests, and\r\npersonality. HomeTalk was developed by a group of parents and professionals who\r\nknow the importance of collaboration. HomeTalk may be used to:
• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
https://www.designtolearn.com/uploaded/pdf/HomeTal...
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Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
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\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
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For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
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She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. 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They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
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Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
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Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
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https://www.aacconference.com/schedule.html
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She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":1039,"postID":2576,"userID":2018,"timestamp":"2014-08-07T10:24:25.567","Post":{"postID":2576,"title":"Makes Comments","body":"This young lady seems to be commenting about the similarity between her hairdo and her teacher's, as she points back and forth between her hair and her teacher's hair.","userID":9043,"timestamp":"2014-08-05T17:52:25.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":84,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083","Post":{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78","Post":{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937","Post":{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4230,"postID":5559,"userID":2018,"timestamp":"2015-06-14T09:19:53.29","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4232,"postID":5438,"userID":2018,"timestamp":"2015-06-19T22:15:22.99","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":4278,"postID":5426,"userID":2018,"timestamp":"2015-10-05T08:55:42.43","Post":{"postID":5426,"title":"Communication Matrix is now on Twitter!","body":"We have joined the present and are now on twitter! Join us @comm_matrix for musings and links on communication, AAC, matrix tips, speech and more!\r\n\r\nhttps://twitter.com/Comm_Matrix","userID":2023,"timestamp":"2015-04-01T11:24:27.9","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Follow Us Now!","show":true,"views":115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4294,"postID":6747,"userID":2018,"timestamp":"2015-10-09T13:45:57.13","Post":{"postID":6747,"title":"Language and Speech in Education","body":"Hi! I am a student at a university in the College of Education. I am in a 'Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments' class. Learning about language acquisition and development of language in students, as well as adaptive devices, is such an interesting, captivating topic.
My question would be about what brought you (if you work in the field of language and speech in education) to where you are? What is your work and how have you enjoyed your work?
I am curious because my degree in special education will be a broad K-12+ Cognitive Impairment degree. But, there is always room for more specializing for a masters degree. I would love to hear about your experiences and what you do!
","userID":6487,"timestamp":"2015-10-05T09:58:44.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":62,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4351,"postID":6822,"userID":2018,"timestamp":"2015-11-05T13:16:19.49","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5570,"postID":6856,"userID":2018,"timestamp":"2016-06-08T21:32:18.297","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":5575,"postID":8264,"userID":2018,"timestamp":"2016-06-10T19:34:32.727","Post":{"postID":8264,"title":"Sharing the Matrix with a parent","body":"As a Special Education teacher, I would like to share my experience as I was able to present data from the Communication Matrix to an IEP committee during a student’s annual meeting. I briefly explained the Matrix to the Mother/committee and provided the parent with information including how to access the website. When I presented the printed matrices to the parent, I first gave her the one I had created at the beginning of the year and briefly explained what it represented. She had a chance to look it over and then I explained how much the student had grown/improved communication and gave her the one I created at the end of the year. A great, big smile came over her face, along with an expression of pride. I could see that she was overwhelmed by the amount of growth that had happened. She said that she really liked the charts because of the colors/visual effect that showed her the improvement made. It was easy for her to understand by just a glance at the matrices and she was totally impressed! Never before have I seen a parent react so positively in an IEP meeting. It is wonderful to have the ability to generate these matrices that visually represent a student's growth in communication. I will definitely continue to use the Communication Matrix and share it with parents. I’m appreciative that I have a tool I can use to help set IEP goals and to share information with parents in a format that is easily understandable.
","userID":4371,"timestamp":"2016-06-09T17:18:09.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":5588,"postID":6904,"userID":2018,"timestamp":"2016-06-30T04:28:23.477","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97","Post":{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687","Post":{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203","Post":{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]}},{"starID":5606,"postID":8323,"userID":2018,"timestamp":"2016-08-04T17:38:01.733","Post":{"postID":8323,"title":"Communication is key. ","body":"We can speak about related services needed for our family members who are deafblind, we can speak about the list people that can provide said services all day long for years to come and still not be discussing the most foundational need thise who are deafblind. That is... communication. If there is no way to get information in, life becomes pointless and is full of unnecessary failures.
Start here. Do this assessment. It is a wonderful tool to have in your tool box that you will need on and off again throughout their lives. Having a means to communicate and to have it understood is one of the most basic of needs and one of the most devastating feeling when you can't be understood.
#communicationmatrix #nfadb #nfadbaustintakeover
","userID":13351,"timestamp":"2016-07-17T18:40:58.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827","Post":{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]}},{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen"}]}},{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5845,"postID":9822,"userID":2018,"timestamp":"2017-06-18T18:03:20.63","Post":{"postID":9822,"title":"Sabotage ","body":"Sabotage can be an effective method to elicit communication with struggling communicators. Examples of this practice can be done in any aspect of a child’s day. These methods are meant to prompt a student to communicate a want, need or protest. Ideally, students initiate communication upon reacting to the sabotage. If the target student does not respond to the environmental stimuli, a teacher can use an open ended question or statement to indirectly reference the sabotage. If this prompt fails to prompt the student to communicate, more direct questioning can be used to draw the student’s attention to the sabotage and then request communication from the student. Below are examples from different activities during the school day where sabotage can be used to initiate student communication.
\n-During a reading activity where all children are reading the same text, give the targeted student a book with pages missing. The teacher could spend more time talking about those pages to prompt a student to notify someone about their missing pages. If communication isn’t independently initiated by the student, the teacher could use open ended questions to prompt the student to communicate their problem with their book.
\n-During a physical education game, give the target student a ball that is heavily deflated compared to other balls used by students. If the student does not independently request a new ball, the teacher can prompt using a general statement or question such as “Your ball isn’t bouncing very high, why is that?”
\n-During a snack activity, give the target student a juice box with the straw missing. The student may explore ways to drink without the straw or initiate communication with an adult to get help. An open ended statement or question example could be “That’s a strange way to drink your juice…”
","userID":15652,"timestamp":"2017-05-31T19:27:19.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":544,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":238,"collectionID":118,"postID":9822,"quote":""}]}},{"starID":5846,"postID":9819,"userID":2018,"timestamp":"2017-06-18T18:03:45.503","Post":{"postID":9819,"title":"In view or out of reach","body":"Creating an environment where communicators can see items that they want or need but cannot access is a way to encourage initiation of communication. The students will then request when they want something that they cannot reach. In order to set up the environment in this way, place preferred items on higher shelves where students cannot reach, or withhold items during activities. This forces the students to ask for help or for the item when they themselves cannot get it.
","userID":14971,"timestamp":"2017-05-31T15:15:41.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":480,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":239,"collectionID":118,"postID":9819,"quote":""}]}},{"starID":5847,"postID":9833,"userID":2018,"timestamp":"2017-06-18T18:04:00.253","Post":{"postID":9833,"title":"Environmental Arrangement for Communication","body":"Environmental Arrangement for Communication:
\nTeaching students to communicate is all about arranging an environment where the student will WANT or NEED to communicate in order to get his or her agenda/intent met. We create situations where the student needs to use the target skill/communicate. As speech-language pathologists, we know that communication is not an activity we practice. It occurs all day long in a variety of natural contexts and settings.
\nCommunication begins with intent. Getting from intent to action is what is difficult for our students and students with multiple disabilities.
\nWe must begin with the understanding that expressive communication is a function of the child’s intent or what the child wants/needs.
\nWhy is arranging the environment so important? The physical and social structure can facilitate learning and social interactions.
","userID":15266,"timestamp":"2017-06-01T12:02:28.277","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1649,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":244,"collectionID":118,"postID":9833,"quote":""}]}},{"starID":5848,"postID":9936,"userID":2018,"timestamp":"2017-06-18T18:04:42.27","Post":{"postID":9936,"title":"Examples of Student Dedicated AAC Devices for Vocational Tasks","body":"Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Ryan uses his AC device to work in the community. He goes to his home district to shred paper. Ryan communicates 3 different messages. #1- He greets the people in the office. #2- Asks if there is paper for shredding and #3- Thanks them. Those are the three messages in his AC device. When done asking different people for paper to shred in the office he proceeds to do his shredding job. He has enjoyed being out in the community and socializing.
","userID":3231,"timestamp":"2017-06-06T20:28:56.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":823,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":253,"collectionID":119,"postID":9961,"quote":""}]}},{"starID":5851,"postID":9815,"userID":2018,"timestamp":"2017-06-18T18:06:22.223","Post":{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
When we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
","userID":15974,"timestamp":"2017-05-31T13:30:51.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1311,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":235,"collectionID":117,"postID":9816,"quote":""},{"collectionItemID":263,"collectionID":121,"postID":9816,"quote":""}]}},{"starID":5853,"postID":9817,"userID":2018,"timestamp":"2017-06-18T18:08:10.52","Post":{"postID":9817,"title":"Encouraging parents to model communication on the student's device","body":"If your son/daughter has an alternative and augmentative communication or AAC device it is important to know what to do with it and how to incorporate it in your everyday life. First, it is important for you to get familiar with the AAC device or system. Try to create sentences with it and hold conversations with your partner or a friend using your child’s AAC device. Once you are more familiar with the system, it is important for you to consistently speak to your child through their mode of communication. For them to be motivated to use their device they need to be exposed to other people modeling and using their device. As you are talking to your child push the buttons along with whatever you’re saying. It is important to encourage your child to attempt to use the AAC device even if their responses are not meaningful. Do not take away the device if they are exploring their language. Instead, expand off of their words to create conversations and model back to them with their device. In conclusion, it is important to get to know your son/daughters mode of communication, model the communication consistently, and expand off of the meaningful and non meaningful responses. It is all communication. It is ok to make mistakes in this process. This is all a learning process.
","userID":14982,"timestamp":"2017-05-31T13:54:15.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":879,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":236,"collectionID":117,"postID":9817,"quote":""}]}},{"starID":5854,"postID":9826,"userID":2018,"timestamp":"2017-06-18T18:08:33.003","Post":{"postID":9826,"title":"Peer to Peer Interaction with AAC","body":"As a teacher for students with multiple disabilities, encouraging peer to peer interactions can be a major challenge. I have found that many of my students prefer to communicate with staff rather than with their own peers. Students need to be presented highly structured opportunities in order to engage in purposeful interactions with each other.
During our morning meetings, I have students practice writing letters to one another using their language on their AAC device (Touch Chat for the majority of my students). They choose their communication partner on their device and write a message or a comment related to a picture. They will then engage in a communication exchange with one another where they read their message to their partner.
It is also equally important for our students to interact with their typically developed peers. Throughout the school year, I have had a local high school student come to my classroom 3 times a week as part of their teacher prep program. This high school student needed to be trained in how to communicate with our students. Your typical high school student has most likely never even heard of Touch Chat or other similar AAC programs. I had to train her in how to communicate using each students AAC device. Many typical peers may be too timid to interact with their peers with disabilities only because they do not know how to effectively communicate with them. The more they can be accustomed to the different types of communication devices that our students use, the better communicative exchanges can occur between our students with disabilities and their typical peers.
When using AAC in the community, I notice that communication partners look to me (or other person with the individual using AAC) instead of the person using the device. I try to use non-verbal and verbal cues to indicate that the student has an AAC device and would like to communicate a message but often times they still look towards me. Is this an issue others have as well and do you have any strategies for helping community members to honor AAC?
","userID":15357,"timestamp":"2017-05-31T19:41:14.687","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":543,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":241,"collectionID":117,"postID":9825,"quote":""}]}},{"starID":5856,"postID":9827,"userID":2018,"timestamp":"2017-06-18T18:09:30.927","Post":{"postID":9827,"title":"Educating our community partners on students use of AC devices out in the community","body":"Our utilization of Alternative communication devices within the community involve a 1 button switch that states either one of the following “I would like to order ____________” or “thank you” while at the cashier counter. When the cashier has questions relating to the use of our students use of AC device for communication, this presents an opportunity to educate those in the community on AC devices. We will usually share with the cashier that our students have already made the selections prior to arriving to the counter, we as staff will then program the AC device so our students can voice their desired menu item. As we frequent these establishments regularly, the staff people will become more accustomed to our students using technology for communication and open more opportunities for dialogue on AC devices. One idea that we have yet to implement would be to type out a basic informational sheet to share at restaurants on how our students use their AC device at home or in the school environment.
","userID":14967,"timestamp":"2017-05-31T20:30:57.123","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":780,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":245,"collectionID":117,"postID":9827,"quote":""}]}},{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313","Post":{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]}},{"starID":5941,"postID":15853,"userID":2018,"timestamp":"2018-05-18T17:59:05.413","Post":{"postID":15853,"title":"Research Supports The Use Of Visuals In The Classroom","body":"Visual supports are an important tool for communication. In a 2006 article titled Learning Through Seeing and Doing; Visual Supports for Children with Autism, by Shaila Rao and Brenda Gagie, they outlined the benefits of using visual supports including:
· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
","userID":42626,"timestamp":"2018-05-15T14:44:51.477","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1376,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":349,"collectionID":142,"postID":15853,"quote":"This article outlines why visual supports are beneficial to those with Autism. "}]}},{"starID":5942,"postID":15825,"userID":2018,"timestamp":"2018-05-18T17:59:13.363","Post":{"postID":15825,"title":"Movement - Attracting Visual Attention with CVI","body":"Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Below are examples of the visual supports used in the classrooms. The first picture is an example of a child's individual schedule for the day. Most the the children take each of their small pictures and match it to a bigger picture in a certain area. This is seen in the third and sixth picture of circle, bathroom, and wash hands. The second, fourth, and fifth photos are examples of communication boards used in the classroom (in Spanish and English) to help faciliate expression language and aide in language comprehension as well. The seventh photo depicts a visual schedule of an arrival routine. Finally the last is a daily schedule for the whole class. The teacher reviews it in the beginning, middle, and end of the day. She flips over the strip in front of the class as they talk about what is \"all done\".
","userID":42626,"timestamp":"2018-05-15T15:12:07.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":350,"collectionID":142,"postID":15854,"quote":"Visual Support Examples in the Classroom"}]}},{"starID":5944,"postID":15993,"userID":2018,"timestamp":"2018-05-18T18:44:53.897","Post":{"postID":15993,"title":"Core Vocabulary and Using the Communication Matrix to Write IEP goals","body":"This year the team has focused on using core vocabulary with our students with complex communication needs. We have had a weekly CORE communication group, in addition to posting the word of the week on the door so that everyone knows what we are working on. I was involved in a Professional Learning Community this year that focused on A Tiered Approach to Core Vocabulary Intervention. I was able to learn so many more strategies and ideas to use for the upcoming year. Also, I had been using the Communication Matrix with a few of my students. It was time to write IEP goals for one of my students and I wanted to figure out how to incorporate the areas of the Communication Matrix while using core vocabulary. Since the communication matrix was able to pinpoint areas my student needed to work on, I was able to come up with a few objectives, working towards the goal. The goal that I wrote was the following: By April 2019, D will use 1-2 words (i.e. want it, more eat, help me, you go, stop walk) to express a variety of communicative intents, given access to AAC System/Core Vocabulary, during structured activities in ¾ opportunities, given a visual/gesture prompt. The communicative intents that are going to be targeted in the objectives are commenting, rejection/refusal, and making choices (which were the areas that the Communication Matrix showed were either \"not used\" or \"emerging\"). I was happy that I was able to integrate both core vocabulary and the areas of the Communication Matrix in my IEP goal.
","userID":18707,"timestamp":"2018-05-17T14:15:10.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5951,"postID":16245,"userID":2018,"timestamp":"2018-05-22T21:02:34.56","Post":{"postID":16245,"title":"Active Learning & Navigating with CVI ","body":"Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
","userID":46861,"timestamp":"2018-05-27T02:25:53.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":361,"collectionID":140,"postID":16508,"quote":"Post by Deirdre McLaughlin CF-SLP\nAn interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!"},{"collectionItemID":362,"collectionID":144,"postID":16508,"quote":""}]}},{"starID":5958,"postID":16088,"userID":2018,"timestamp":"2018-05-31T20:01:35.453","Post":{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:43:55.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":371,"collectionID":143,"postID":15711,"quote":"Colleen has given her insight from the high school level on how to build an integrated approach. "}]}},{"starID":5960,"postID":15710,"userID":2018,"timestamp":"2018-05-31T20:02:27.97","Post":{"postID":15710,"title":"Using Aug Com Across Contexts; Making It Fun Makes It Meaningful","body":"This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:17:50.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":775,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":372,"collectionID":143,"postID":15710,"quote":"This post relates to how to push into the classroom and how to model using AAC. "}]}},{"starID":5961,"postID":15649,"userID":2018,"timestamp":"2018-05-31T20:02:35.173","Post":{"postID":15649,"title":"Consistency is key!","body":"Being a teacher where all 6 of my students use communication devices can be overwhelming at times. In the beginning of the year all my students did not use their communication devices independently and needed alot of hand over hand assistance to participate in class. So as the assignments were being completed it would take awhile to get through the lessons because the paras and myself made sure that every student's voice was being heard. Now at this time of the year, the students are using their communication devices more and independently. They are able to navigate through the pages on their devices and participate in class. It's nice to see all my students sharing their answers in the classroom. It shows they are attending to lessons and learning is happening. Great job!!
","userID":40678,"timestamp":"2018-05-08T17:52:28.583","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":49,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5962,"postID":16721,"userID":2018,"timestamp":"2018-06-04T23:18:24.767","Post":{"postID":16721,"title":"Supportive Sabotage","body":"Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]}},{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623","Post":{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n
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The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
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\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]}},{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627","Post":{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"
\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]}},{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127","Post":{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]}},{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313","Post":{"postID":17567,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
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\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
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\n-PBIS/Second\nStep programming
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\nRESULTS:
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\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
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\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
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\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
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\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]}},{"starID":6103,"postID":24444,"userID":2018,"timestamp":"2020-08-05T19:36:16.383","Post":{"postID":24444,"title":"Incorporating The Senses Into Communication and Play Development","body":"Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
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learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}],"Posts1":[{"postID":3963,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4276,"title":"Object Representation Systems","body":"It is often very time consuming creating object representation systems. Whether using objects for visual, cognitive or language purposes, it is important to take into consideration during your assessment & implementation of an object system - what type of object is meaningful to your child/student. Please don't assume that a whole object or miniature is the way to go with everyone on the planet ;)\r\n For some people, it is a whole item that represents the same item, an action with that item, an emotion or other description, or even that object can represent a category of items. For some it may be a part to a whole (such as the handle from the toilet rather than a miniature toilet). For some it is a texture (such as sandpaper to represent the roughness of the bricks on your house or represents the category of buildings).\r\nIn any case, it can take a extensive amount of time to build up an object system. One source to take a look at are the Tangible Object Card Sets from Adaptivation Inc. \r\nhttp://www.adaptivation.com/product_detail.php?ID=194\r\nLori Dahlquist, a Speech Language Pathologist on the Adaptivation team, has written an article on \"Communication and the Use of Tangible Symbols\" that may be helpful in schools.\r\nhttp://www.adaptivation.com/uploads/documents/Communication%20and%20the%20use%20of%20tangible%20symbols_dahlquist.pdf ","userID":2018,"timestamp":"2015-02-07T11:15:22.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2043,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2149,"postID":4276,"userID":2023,"timestamp":"2015-02-09T11:35:59.103"}],"PostCollectionItems":[{"collectionItemID":307,"collectionID":137,"postID":4276,"quote":"Object Systems aren't always a whole item"}]},{"postID":4277,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4278,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4279,"title":"Music and AAC","body":"The Grammy Awards remind us of the importance of communication in all areas of life. These 2 videos of a young boy first telling his mom and then his grandma about the family band, and the videos will just delight you. He uses a communication system called PODD (Pragmatic Organization of Dynamic Displays) a language representation system that has both paper and electronic based options. In these videos you will see and hear this young boy \"tell\" about all the members of the family and which instruments they are to play. \r\nCallaghan 2 years 11 months navigates through multiple categories and branches of his 16 cell location PODD book to talk about his latest interest 'music'. If you've never experienced a PODD paper system, it's called a \"smart partner system\". Wherever the child points, the person with them provides the voice output; if they land on a cell that has a LINK, the adult changes the pages for them. His mother may be speaking out loud the symbols that he is pointing to, but it is certainly the story that he has to tell -his way!","userID":2018,"timestamp":"2015-02-08T21:58:34.547","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2148,"postID":4279,"userID":2023,"timestamp":"2015-02-09T11:24:04.117"}],"PostCollectionItems":[]},{"postID":4280,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4281,"title":"Demystifying AAC","body":"Ajit, one of the developers of the Avaz AAC app conducts a 55 minute webinar on the basics of AAC without it being about any particular AAC tool. He does a very nice presentation at describing the social need for communication, the differences between speech and language, and lays out what he calls \"the anatomy of a conversation\", which often makes communication so difficult for children on the autism spectrum.\r\n\r\nIf you have time to continue beyond the first 15 minutes in the webinar, you will learn about what therapists mean when they are talking about what children gain from having \"core vocabulary\" and having \"pragmatic vocabulary\" and \"content words/nouns\".\r\n\r\nContinuing on, he covers implementation strategies in AAC such as Aided Language Stimulation, Color Coding, Learn-ability of Symbols, Growing a System with your Child, and Motor Planning for Fluency. He pretty much hits all the topics of the today!\r\n\r\nAgain, what is nice about this webinar is that he is not \"selling\" his system, it is a solid one hour AAC introduction without \"bells and whistles\".","userID":2018,"timestamp":"2015-02-09T13:20:35.457","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":68,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4282,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4283,"title":"Communication, Literacy & Angelman Syndrome","body":"Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. ","userID":2018,"timestamp":"2015-02-09T13:26:18.903","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2227,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2152,"postID":4283,"userID":2023,"timestamp":"2015-02-10T10:02:40.37"},{"starID":2159,"postID":4283,"userID":3233,"timestamp":"2015-02-11T13:50:20.553"},{"starID":6164,"postID":4283,"userID":284154,"timestamp":"2024-02-06T18:21:42.877"}],"PostCollectionItems":[{"collectionItemID":274,"collectionID":123,"postID":4283,"quote":"I'd like to add this post from Kelly Fonner as it features resources from two experts in emergent writing, Caroline Musselwhite and Gretchen Hanser. Additionally, emergent writing is an emergent literacy skill and all of these skills should be worked on at the same time!"}]},{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2150,"postID":4284,"userID":2023,"timestamp":"2015-02-10T08:42:38.4"},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07"}],"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]},{"postID":4285,"title":"Free Communication & AAC training at AbleNet University","body":"At AbleNet University, there is an opportunity to register for upcoming free webinars in aspects of communication at all 7 levels that are addressed in the Communication Matrix. The website is at\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nFor those who are interested in training for communicators at Communication Matrix Levels 1, 2, & 3 - you may be interested in the assessment, implementation & data collection strategies from CEP: Communication Enhancement Process that are represented across 3 webinars in the AbleNet University recorded: Communication section - AAC into the Classroom for Students with Significant Disabilities.\r\n\r\nFor those with individuals starting to use or inconsistently using AAC systems and are mostly at Communication Matrix Levels 4, 5, 6, & 7 - check out the 2 webinars that make up the ECT: Environmental Communication Training series. These are also in the AbleNet University recorded: Communication section.","userID":2018,"timestamp":"2015-02-09T13:43:52.807","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":127,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2157,"postID":4285,"userID":3154,"timestamp":"2015-02-10T14:13:47.05"}],"PostCollectionItems":[]},{"postID":4286,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4287,"title":"The Everybody Communicates Challenge","body":"In February 2015 AAC Consultant, Author & Developer, Pati King-Baun will initiating the \"Everyone Communicates Challenge\". Available to educators, SLPs, family members of children and teens with complex communication needs, Pati will be providing access to a communication system & 20 days of school based activities that support language learning. Sign-up will take place on\r\nhttp://creativecommunicating.com/creative-communicating/index.php/everyone-communicates/","userID":2018,"timestamp":"2015-02-09T13:47:14.13","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2151,"postID":4287,"userID":2023,"timestamp":"2015-02-10T10:02:20.933"},{"starID":2164,"postID":4287,"userID":3256,"timestamp":"2015-02-17T21:35:57.337"}],"PostCollectionItems":[]},{"postID":4293,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4294,"title":"Sequential Messages from a Single Switch","body":"For students who have difficulty with more than one activation point, but have more than one thing to say, as well as for those that you want to encourage continued conversations & \"chatting\" - try out one of the many options in sequential messaging. These products can be used for introducing multiple messages, social chatting, for initiating social interaction that is then carried out with other modalities/AAC strategies, and vocational scripting that includes expressive communication. \r\nSequential devices can also be a strategy that introduce new expressive communication to individuals and allows for the emphasis to be put on the social aspect of communication, rather than on the individual hunting for messages. Of course, this is not for all expressive needs, but for fast, new, or socially stressful situations, these tools may be something to consider as a part of a range of tools in someone's AAC system set.\r\nAttached are some images of products including light tech tools, apps, and handouts on implementation strategies for sequencing tools & messages.","userID":2018,"timestamp":"2015-02-10T22:45:38.697","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2174,"postID":4294,"userID":2023,"timestamp":"2015-02-23T12:14:48.5"}],"PostCollectionItems":[]},{"postID":4295,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4296,"title":"PSU Kids Website for Early Intervention & Communication","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1\r\n","userID":2018,"timestamp":"2015-02-10T23:16:40.127","posted":false,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4297,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4298,"title":"PSU Communication Supports for Infants & Toddlers","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1","userID":2018,"timestamp":"2015-02-11T01:11:29.37","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5298,"title":"Maya Finds Her Voice","body":"Follow these 2+ years of a video documented account of Maya, as a mother tells the journey of navigating augmentative & alternative communication from her daughter's 2nd to 5th birthdays. She will talk of the forward strides and the mis-steps, and share with you these examples through many videos that show a range of AAC options that helped to scaffold Maya to her current system. \r\nJust a note: While watching the videos - just be aware - that several of the videos put Maya in the position of having to \"perform\" with her current AAC system. \"show me this\"... \"tell me this\". but this is often what happens when one just turns on a camera to show what a kid can do with symbol cards, a device or an app; rather than just running the video during natural situations in the day which lend themselves to chatting. \r\nNone the less, you will see in a mere 10 minutes how 2 focused years can make all the difference! It does not just happen because you put an app infront of a child or when you just fly by the seat of your pants! A lot of planful work went into this child, both from the family, clinician and educators side. Well done Maya! Well done Mom!","userID":2018,"timestamp":"2015-02-11T23:03:29.137","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2006,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2161,"postID":5298,"userID":2023,"timestamp":"2015-02-13T15:12:38.373"}],"PostCollectionItems":[{"collectionItemID":329,"collectionID":138,"postID":5298,"quote":"In this post Kelly highlights a video that follows several years of a young girl, Maya, learning to use her AAC device."},{"collectionItemID":332,"collectionID":139,"postID":5298,"quote":"In this post, Kelly shares a video that follows several years of a young girl, Maya, learning to use her AAC device"}]},{"postID":5299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5300,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5301,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5307,"title":"Mateo's Story of how Language + Literacy = Empowerment","body":"I must start out by saying that there are many stories that choke me up. I do not personally know this young man or his parents. His mother writes beautifully of the struggles and the rewards of their experiences with complex communication needs and the surrounding social impacts of navigating a desire to have \"true inclusion\" for her son both in school activities and in related activities, such as the track team. How much of every day is impacted by the ability for your child/student to communicate with others and for those unfamiliar with your child/student to be comfortable communicating with them. Sometimes that means going outside of your comfort zone, outside of the bubble of your protected \"known\" environment. It can be very difficult, and it can have huge rewards.\r\nI share this also from a family member perspective. My sister-in-law had Cerebral Palsy and communication struggles, especially in her 60s and 70s when seating, breath support and age started to take their toll on her body and voice. She used a communication board in those later years to communicate with unfamiliar partners and in her last years, with all of us, through her pointing & then through partner assisted scanning. It wasn't easy, but it was well worth it. Literacy was a huge important factor in her life. Reading kept her self motivated. It gave her topics to discuss with people. It helped to build friendships and work. I am so glad that people in her life always assumed she could without making her prove it first. In many ways growing up in the 40s and 50s was easier and also harder than it is now.\r\nSo back to Mateo - Read and see images of Mateo's story at Voices For All\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion/\r\nAnd see 9th grader, Mateo present to his school board about his experiences at a Literacy Camp - CampAlec\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion-2/\r\nIt does take work from many people, but it is worth it!","userID":2018,"timestamp":"2015-02-12T15:01:03.92","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":337,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2160,"postID":5307,"userID":2023,"timestamp":"2015-02-13T15:12:19.117"}],"PostCollectionItems":[]},{"postID":5308,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5309,"title":"Training through Rett University ","body":"\r\nThere is a new source of training for parents & providers of services to children with RETT Syndrome. Rett University is an e-learning platform specifically designed for educators and therapists of students with Rett Syndrome . Experienced professionals share their cutting-edge knowledge on how to support their students with Rett Syndrome and push them to their highest levels of academic, physical and personal achievement. Courses are designed to teach you how to:\r\n-help your student/child learn to read and write\r\n-develop real communication skills\r\n-learn strategies for sensory regulation\r\n-learn where to start when initially diagnosed to build communication and appropriate expectations\r\n-develop effective appropriate IEP goals\r\n\r\nRett University is brought to you by Girl Power 2 Cure in partnership with Susan Norwell and other well know advisers who specialize in literacy, language, movement, communication, & medical issues of individuals with Rett Syndrome . Together with Udemy.com, a leading e-learning company, this website has launched in the fall of 2014. Courses are added regularly and there is a newsletter to keep you informed. \r\n http://www.rett-u.org/","userID":2018,"timestamp":"2015-02-13T15:41:14.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2162,"postID":5309,"userID":3238,"timestamp":"2015-02-17T06:40:33.247"}],"PostCollectionItems":[]},{"postID":5310,"title":"Credits for Coursework through Home CEU Connection ","body":"This website provides opportunities to further your study on Beginning Communication, Assessment, Augmentative & Alternative Communication, Switch Access, Electronic Aides of Daily Living, & other issues & strategies that impact your knowledge & work with children & youth with complex communication needs. This website provides state & organization approved credit training for SLPs, OTs, OTAs, PTs, & PTAs in a variety of topics right in the comfort of your own home. \r\nFor topics that impact the population of students served in the context of the Communication Matrix, do searches for courses taught by Patricia Ourand, Michelle Lange, Kelly Fonner, and Cara Koscinski.\r\nhttps://www.homeceuconnection.com","userID":2018,"timestamp":"2015-02-15T15:49:12.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":973,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5311,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5312,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":40,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5313,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5318,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057"}],"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]},{"postID":5323,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5324,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5325,"title":"Summer Camp Experiences for Children & Youth with Complex Communication Needs","body":"There are a variety of options in Summer Camps for Children & Youth with CCN (Complex Communication Needs). Some camps focus on the communication experience, some on the basic summer camp experience, some on literacy, some on a little bit of everything. There are day camps and overnight camp options in several states, here are just 4 options:\r\nBuilding Bridges Camp & Training Institute - an experience for both campers & educators/practitioners, the 2015 dates are July 8-15. More information is at http://www.bridgeschool.org/outreach/camp/index.php\r\nAAC and Literacy Camps - 2 opportunities to Experience a week of Literacy Learning under the guidance of staff from the Center for Literacy & Disability Studies from the University of North Carolina - Chapel Hill & other professionals. Camp Courage is in Maple Lake, Minnesota (June 19-25, 2015) and Camp ALEC is in Grand Rapids, Michigan (August 8-15, 2015) http://www.med.unc.edu/ahs/clds/camp-alec\r\nI CAN TALK AAC SUMMER CAMP - Pittsburgh, PA - Dates are July 29 - August 1, 2015 - for the summer of 2-15 the theme is “UNDER THE MICROSCOPE http://www.icantalkclinic.com/2015-camp.html","userID":2018,"timestamp":"2015-02-20T01:49:20.7","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1089,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2169,"postID":5325,"userID":1012,"timestamp":"2015-02-20T10:15:43.207"}],"PostCollectionItems":[{"collectionItemID":73,"collectionID":60,"postID":5325,"quote":"Videos can tell the story of a camper and adults day so much more than words."}]},{"postID":5326,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5327,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5328,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5331,"title":"Babies with iPads","body":"There is a blog called \"Babies with iPads\" that was started in July 2010 and is written by a developmental/vision specialist for WV Birth to Three, who has been working with babies/toddlers with special needs since 1988. There are many guest bloggers who are parents of children with special needs who share their stories of how their own babies & children under 3 are using particular apps or how they have the iPad set up with accessibility options and creative solutions.\r\nThe blog host posts that the blog is designed to document infants/toddlers with disabilities using an iPad to promote their development and hopes to show how this technology can help children with disabilities develop their communication, play, pre-literacy, cognitive, visual/auditory and motor skills. There are many, many images, videos and descriptions of communication apps \"how-tos\", but also implementation ideas, & also results of young children gaining exposure early on in their development.\r\nYou can, as I have, spend hours of your time exploring these stories, and still not be 5 pages into this blog. You will also find video of children with some of the rarer syndromes, such as Cri du Chat Syndrome, that are also quantified here in the Shared Science section of the Communication Matrix Community. You will also find blogs dedicated to showing apps especially good for children with CVI, Cortical Vision Impairment.\r\nhttp://babieswithipads.blogspot.com/","userID":2018,"timestamp":"2015-02-20T14:24:02.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2173,"postID":5331,"userID":2023,"timestamp":"2015-02-23T12:10:53.257"}],"PostCollectionItems":[]},{"postID":5335,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5336,"title":"PECS®: Picture Exchange Communication System","body":"PECS® is a system often used with early augmentative communicators and has a training strategy that family and staff may or may not have had complete training on the process of the exchange as a communicative behavior. Sometimes it's only the staff that gets trained and families don't have the option of attending. In some cases, only professional staff attend, and yet it's the para-professionals that implement the process under the guidance of SLPs and/or teachers who may not realize that they've missed passing on some of the message behind moving through PECS® stages with fidelity. In too many cases, several of my colleagues and myself have witnessed, what we've referred to as \"mis-PECS®\" or \"PECS® gone wrong\" and people have turned a communicative act into \"work\", or worse, an opportunity to \"test\" or \"quiz' a student on what they know. COMMUNICATING is not QUIZ.\r\nSo here is an opportunity to catch up on what PECS® really is, without the long training. It is not a replacement of the full training. You will learn so much from the complete training; but in a pinch, here is Lori Frost, MS, CCC-SLP, co-developer of the Picture Exchange Communication System® (PECS®) and co-founder of Pyramid Educational Consultants, as she introduces the Picture Exchange Communication System (PECS). \r\nThis 48 minute video includes a synopsis (NOT a FULL TRAINING) of the 6 training phases of PECS®, a discussions of the myths and facts associated with PECS® as well as an overview of the research related to PECS®. *Please note this video is an overview only and is not intended as a training workshop. ","userID":2018,"timestamp":"2015-02-21T20:44:27.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2026,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2172,"postID":5336,"userID":2023,"timestamp":"2015-02-23T12:10:35.63"}],"PostCollectionItems":[]},{"postID":5337,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5338,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5339,"title":"Real Look Autism Video Series","body":"www.reallookautism.com is a non-profit organization with a website and YouTube channel dedicated to supporting families and educators who have children & youth with autism. Paraphrasing from their information - The website will give you some great ideas for living with & working with children who have Autism Spectrum Disorders and also serve as a place to share your own insights....They attempt to present different therapies and strategies using video in a very focused and thoughtful way. They present these short edited video stories paired with an article on the same topic written by a parent or specialist…Or both!\r\nOn the YouTube Channel, there are over 13 videos; they refer to as \"episodes\". The topics cover communication, play, shopping, camping, art therapy, eating, emotions, and personal hygiene. And don't forget there is a paired story back on the website for every topic. \r\nThe communication topic is included in this post and here is a link to the article that goes along with the video. \r\nhttp://www.reallookautism.com/2012/01/communication-device/","userID":2018,"timestamp":"2015-02-23T10:10:31.26","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1726,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2171,"postID":5339,"userID":2023,"timestamp":"2015-02-23T12:09:51.877"}],"PostCollectionItems":[{"collectionItemID":316,"collectionID":138,"postID":5339,"quote":"In this post, Kelly introduces www.reallookautism.com as a website and YouTube channel that provides information for living and working with children with autism spectrum disorders. "}]},{"postID":5340,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5341,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5342,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5344,"title":"Does AAC impede natural speech? and other fears","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:46:22.15","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5345,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5346,"title":"Does AAC impede natural speech?and other fears.","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:53:37.537","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"common concerns from families and staff","show":true,"views":2059,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2175,"postID":5346,"userID":2023,"timestamp":"2015-02-25T10:07:08.41"},{"starID":2176,"postID":5346,"userID":9043,"timestamp":"2015-02-25T10:07:55.187"},{"starID":2178,"postID":5346,"userID":3256,"timestamp":"2015-02-25T21:56:22.67"}],"PostCollectionItems":[]},{"postID":5347,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5362,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5363,"title":"Teaching Learners with Multiple Needs","body":"Teaching Learners with Multiple Needs is a website & blog by Special Educator & Assistive Technology Specialist, Kate Ahern. Kate has been posting information on educating students with severe disabilities since 2006, including students with Rett Syndrome and Autism. She includes Communication strategies and information on AAC Dynamic Displays that are both in Devices and Static, Increasing speech through AAC use, Photos and Symbols, and Eye Gaze. Her Periodic Table for AAC is attached to this post.\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/\r\nIn addition to the Communication strategies, she also has related content on hard to find information such as Clothing for students with severe disabilities, Swimming, Switches, Paraprofessional Resources, iPad Apps & Software Recommendations, Alternate formats for books and stories and other literacy strategies.","userID":2018,"timestamp":"2015-03-01T09:55:18.07","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This blog contains a wealth of information specific to Rett Syndrome but also related to AAC in general. Check it out!","show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5364,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5384,"title":"AAC in Early Childhood","body":"Dr. Rae Sonnenmeier of the Institute on Disability at the University of New Hampshire discusses reasons why it is important to support the use of AAC in the early childhood environment. She introduces a 5-step process for developing communication through AAC. And she includes research findings on Early Childhood use of AAC.\r\nhttps://vimeo.com/91725812\r\nThe webinar is a recorded 45 minutes long and includes demonstrations from current AAC technologies including AAC apps.","userID":2018,"timestamp":"2015-03-10T17:06:19.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5385,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5387,"title":"Every Move Counts Assessment and Intervention","body":"Every Move Counts is a Sensory based Communication Assessment and Intervention Planning Process. Used by therapists and educators who have received training by some of the authors, Jane Korsten and Terry Foss, staff & families introduce a wide variety of sensory-related stimuli systematically to a child and observe, often through video of their reactions, from slight or very noticeable. These movements of a child's eyes, body or hands, towards or away from the item that created a sound, or light source or vibration, are noted as communicative and potential options to build upon augmentative or alternative strategies for communication. Data collection is a well organized part of the assessment and intervention planning.\r\nAt the Every Move Counts website, you can find information on the strategies through video, articles and other downloads. You can also order the complete book that teaches all of the strategies and find out about workshops on the topic of developing communication through sensory techniques.","userID":2018,"timestamp":"2015-03-13T22:35:39.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":17642,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":12,"collectionID":1,"postID":5387,"quote":"This instrument is appropriate for individuals with severe/multiple disabilities and sensory impairments."}]},{"postID":5388,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5389,"title":"Emergent Communicators - If You Listen, You Will Hear Us","body":"There is a 10 minute video that communicate in images so much of what many of try to get across when describing the extreme importance of creating opportunities for expressive communication for individuals who are emergent communicators. This video was filmed in 2013 by the Leicester and Leicestershire Learning Disability Partnership Boards along with frontline staff, carers and people with learning disabilities themselves. . The videos were done at the Hastings Road Day Centre, Leicester, and Glebe House, Loughborough, England. \r\nThe video was created to demonstrate alternative styles of communication to those that may be unfamiliar with individuals who have complex disabilities and communicate in sensory and behavioral ways. There is a nice explanation, images and video of \"Communication Passports\". The intervention of having descriptive books with pictures that describe the person, their likes, dislikes, family members, conversation patterns, social topics and all things that have to do with their communication. For those of you that work with teens and young adults, this will be a nice viewing, because so much of what we see in video is of young children in the emergent communication levels. This video of young and older adults communicating through sensory based techniques is encouraging and of course we are all ready for each and every one to take the next step on the communication ladder! Everyone just needs to be given opportunity, good models of expressive communication and of course, truly expectant and engaging partners.\r\n\r\nFrom the website - \"People with PMLD (Profound & Multiple Learning Disabilities - a term used in the U.K.) have severely limited understanding and often have more than one disability, such as problems with seeing, hearing and movement. They may also have other conditions such as epilepsy or autism. This all means that patients will have complex health needs, great difficulty communicating and sometimes challenging behaviour. The guidelines cover the need to value all ways of communicating, the fact that everyone communicates, how a very personalised approach is needed for people with PMLD, how gaining views may take a long time and some educated guess work along the way, and that family carers know their relative the best and are the experts. It's about building a long-term picture of what people PMLD like and dislike and what their wishes are. \"","userID":2018,"timestamp":"2015-03-14T01:16:52.957","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3181,"postID":5389,"userID":2023,"timestamp":"2015-03-20T09:02:48.623"}],"PostCollectionItems":[]},{"postID":5390,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5391,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5392,"title":"Autism & AAC Apps: Evaluating Your Options Workshop","body":"AAC Institute along with ICAN Talk Clinic’s staff is offering a 1.5-day workshop for attendees to learn about and interact with communication apps on iPads or other mobile technologies designed for individuals with autism spectrum disorder. This workshop is being offered by the AAC Institute as part of their professional continuing education program. Attendees have the option to earn continuing education units required for professional development.\r\nMay 7&8/2015\r\nhttp://www.icantalkclinic.com/autismaac-app-workshop.html\r\nDay 1: After the morning presentation by Katya Hill, Ph.D., CCC-SLP, Executive Director of AACI of evidence-based research on AAC apps, strategies and resources to support identifying app features and the matching persons with technology process, attendees will head to each of four (4) participating App company classrooms for 1.5 hour rotating sessions. The sessions will provide hands-on training to become familiar with the featured communication App(s) and intervention resources offered to support App users with autism and their teams. \r\n\r\nThe four participating AAC app companies with classrooms can create a learning environment that represents their products, supports and services. Also, Day 1 includes an Exhibitor walk-about during lunchtime and afternoon demonstrations in the ballroom where other companies will be demonstrating their Apps, resources and products. Day 1 concludes with a “happy hour” informal networking opportunity for attendees, company representatives and exhibitors. \r\n\r\nDay 2: After breakfast attendees go to their final concurrent classroom training session. After the morning break, all will gather for a panel discussion with the concurrent classroom App representatives and a wrap-up Q&A. App companies are free to stay in their classrooms once the main conference is adjourned for any scheduled 1:1 meetings they may wish to schedule. Attendees will leave the workshop fully informed and able to identify AAC App options for a person with autism.","userID":2018,"timestamp":"2015-03-15T09:51:09.19","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5393,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5394,"title":"Prompting Strategies","body":"There are many practices, strategies, researched methods and opinions on prompting strategies. Prompting is a strategy utilized in implementing communication interventions with children in all the levels of Communication Matrix.\r\n Too often when an adult is excited about getting their child or student to use an AAC app or Big Mack, or any AAC device, they give simple commands such as \"hit the switch\" or \"press this\". When doing so, all the child is learning is to follow directions - they are not learning the \"why\" they are to talk with this device or \"why they are saying this particular message\". They are just doing what someone told them to do. And when the situation occurs again, they are dependent upon that adult telling them , or showing them what to do again.. and thus, the prompt dependency cycle begins.\r\nIt needs to be recognized that prompting for communication can differ greatly than prompting for response to instructional questions or task oriented activities. In communication interactions multiple factors occur. It is more than the saying of a message, when it is by speech, or the pressing of key on a single button device, or a multi-key communication device or iPad app. There are social, linguistic, and strategic factors in communication. If the student is using a device or app, there are also operational factors. The pragmatics of the communication interaction that influence the communication intent are always in play during communication. So, talking to someone is not as simple as \"hit the switch\". These skills are not to be overlooked when teaching a child to interact utilizing AAC strategies, and need to be accounted for when considering what type of prompting you are to use with your student when training them to communicate.\r\nWhen we use thoughtful, environmentally based cues prior to the communication and communication based prompts that connect the student back to the communication intent after the they were expected to communicate, prompt dependency is less likely to develop. Least -to-Most strategies are connected to this type of prompting. Where full models are the last in the hierarchy, rather than starting with a full model and fading.\r\nHere are some supportive websites and documents to key you in on prompting strategies\r\nFrom I Can Talk website - Prompting Strategies\r\nhttp://www.icantalkclinic.com/aaction-points/aac-prompting-strategies\r\nFrom Every Move Counts - Prompting - A Cautionary Tale\r\nhttp://www.everymovecounts.net/articles.html","userID":2018,"timestamp":"2015-03-15T10:31:45.273","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":6536,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":401,"collectionID":154,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies. "},{"collectionItemID":405,"collectionID":155,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies."}]},{"postID":5395,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5397,"title":"Building Personalized Participation Packages","body":"There is a free 45 minute webinar on Building Personalized Participation Packages by Presenter, Terry Wendorf, available at the Ablenet University website for anyone to watch at whatever time is convenient for you.\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nThe description from the website: In this webinar, we will look at designing personalized learning packages that can increase participation for students with complex communication needs and/or severe multiple disabilities. Key equipment that will be incorporated into the participation packages will include the AbleNet PowerLink, the All-Turn-It Spinner, and dedicated speech generating devices such as the Step-by-Step. This is a \"DIY\" guide to creating your own participation/learning packages for your individual students/clients that will increase communication opportunities and physical participation.","userID":2018,"timestamp":"2015-03-17T16:48:16.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5398,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5425,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5431,"title":"Supports for Goal Writing for students with Communication Systems","body":"Kate Ahern has posted on the QIAT (Quality Indicators of Assistive Technology Services www.QIAT.org) List information on how she writes goals for her students who have communication systems. Here is the passage from her posting on that list with a link to her website and an article at the end.\r\n--from the list--\r\n\"Well for the student I describe - using a PODD 15+ on an iPad as an emergent communicator (background age 12, Angelman Syndrome, in an ABA school doings symbol based choice making between jelly bean and gummy bear but using her talker at home to do much more) I would like her goals to be:\r\nLanguage Benchmark: Given her talker and decreasing verbal cues from baseline, S will combine a noun/verb or verb/noun to request (want drink), answer questions (she go) or describe (I like) 15 times per day with 75% independence\"\r\nOperational Goal:\r\nGiven her talker with a carry strap S will bring her talker with her when moving from room to room without cues 85% of the time. \r\nSocial Goal:\r\nGiven her talker and modeling by adults and peers, S will respond to common social questions in a logical/understandable manner in context at least 3x per day with 75% accuracy and independence. \r\nStrategic Benchmark:\r\nGiven visual cues, modeling and her talker, S will tell her communication partner when they do no understand her message in 50% of communication breakdowns. \r\nSelf-Advocacy:\r\nGiven her completed visual schedule and her talker, S will accurately retell at least two events from her day with 75% independence. \r\nYou can read more about how I write AAC goals here: http://teachinglearnerswithmultipleneeds.blogspot.com/2014/04/meaningful-and-evidence-based-goals.html?m=1\"\r\n\r\nFor more information on PODD and PODD training in the US and Canada\r\nwww.PODDUSA.com","userID":2018,"timestamp":"2015-04-08T14:54:44.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1970,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3184,"postID":5431,"userID":2023,"timestamp":"2015-04-09T10:00:15.083"}],"PostCollectionItems":[]},{"postID":5432,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5499,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5537,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5538,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5548,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913"},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627"}],"PostCollectionItems":[]},{"postID":5550,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5551,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5552,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5553,"title":"Using information from Communication Matrix in the Classroom","body":"Consider using the information that you know about your students from the communication matrix when organizing groups. They can be organized into small or large group activities with like communicators or with communicators that have a variety of skills that can provide models for one another. Here is a form that can be used to provide an overview of the information that you have from the matrix.\r\n\r\nOn the form students are listed, marked by major level of the matrix, their main modality of communication is listed and other identifiers. Having all of this information in a one place overview can be helpful for quick planning.","userID":2018,"timestamp":"2015-06-02T23:29:53.28","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":329,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5554,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187"},{"starID":4390,"postID":5556,"userID":3256,"timestamp":"2015-12-03T11:15:30.657"}],"PostCollectionItems":[]},{"postID":5557,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6577,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6578,"title":"AAC supports for teachers","body":"Miami-Dade County Public school system has shared a resource that they have created for their teachers. It is for everyone to know how to most effectively use AAC tools that are in their classrooms, as well as the strategies that support the development of communication. They describe it well to staff as \"No AAC device or picture communication system stands alone. Just as children need interaction and reinforcement from adults to learn to speak, they will need the same attention to learn to use AAC. It is helpful to think of learning to use AAC as learning a new language.\"\r\nStrategies are put into these major categories, that are lessons from research and best practices.\r\n1) Use the daily routine as a framework\r\n2) Use motivating messages\r\n3) Model use of AAC\r\n4) Give cues and wait time\r\n5) Practice the prompt hierarchy\r\n6) Build empowerment, initiative and ownership \r\n7) Provide feedback\r\n8) Sabotage\r\n9) Keep materials accessible\r\n10) Use symbol system\r\nThe full set of information can be found at this website: http://prekese.dadeschools.net/AdaptationStation/aac.html#model","userID":2018,"timestamp":"2015-06-19T22:07:10.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1631,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":266,"collectionID":121,"postID":6578,"quote":""}]},{"postID":6579,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6580,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6581,"title":"Commercial Tangible Systems","body":"Creating Tangible systems can be time consuming. Often teams are creating each item individually rather than thinking of each item/word as a message in a larger language system. There are several tangible or object systems that have a common structure to them that you may want to investigate.\r\nAdaptivation - Tangible Object Cards http://www.adaptivation.com/product_detail.php?ID=194\r\nAttainment Company now has a Tactile Talk Tool Kit for the GoTalk Now App http://www.attainmentcompany.com/tactiletalk-toolkit\r\nBritteny Asher Consulting has a system called the LORAC http://www.brittenyasherconsulting.com/products/shop/\r\nFrom the American Printing House for the Blind - 2 products: STACS: Standardized Tactile Augmentative Communication Symbols Kit & Tactile Connections Kit: Symbols for Communication http://shop.aph.org/webapp/wcs/stores/\r\nfrom the Texas School for the Blind & Visually Impaired, a free resource on creating and their system, a Tactile Symbols Directory. At their website they also have pictures of each symbol in the directory and a video explaining the system. http://www.tsbvi.edu/tactile-symbols#ACTIONS\r\nFor Displaying, Sorting & Mounting these objects, look to the velcro boards & displays from Augmentative Resources. They have many creative portable carrying cases and table top mounts for you to use to present these types of symbols for communication, a behavior chart or schedule display. http://www.augresources.com/\r\n\r\nFor more information on Tangible Symbol Systems, Design To Learn has books and a video describing Tangible symbols as two- and three-dimensional objects used as symbols by individuals who have difficulty understanding abstract symbols such as speech, manual sign language or other abstract symbols. These products describe instructional strategies appropriate for a broad range of learners of all ages who need a conceptually concrete symbol system. http://www.designtolearn.com/products/tangible_symbol_systems\r\n","userID":2018,"timestamp":"2015-06-19T23:26:17.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3098,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":302,"collectionID":137,"postID":6581,"quote":"Commercial Tangible/Object Symbol Systems can save time and add consistency"}]},{"postID":6582,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6583,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6584,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6740,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4281,"postID":6741,"userID":6428,"timestamp":"2015-10-05T09:26:40.287"},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857"},{"starID":4388,"postID":6741,"userID":5388,"timestamp":"2015-12-03T11:07:17.68"}],"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]},{"postID":6742,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6743,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6756,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6777,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6778,"title":"International AAC Month Campaign 2015 – October","body":"The Power of Connection – A voice for all . . . a voice of one’s choice . . .
learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}]}},{"collectionID":6,"name":"I’ve done the Communication Matrix…. Now what do I do for intervention? ","description":"After completing the Communication Matrix, many parents, teachers, and speech- language pathologists are left thinking, “ So now what…?” In order to help parents, teachers, speech language pathologists, occupational and physical therapists, we’ve created a series of posts to get you started. ","dateCreated":"2016-03-19T14:27:42.91","bio":"I am a speech- language pathologist and researcher whose interest in in helping young children develop communication skills. Broadly, I am interested in supporting children with neurodevelopmental disabilities and their families. Specifically, I am passionate about interventions that use technology and augmentative and alternative communication (picture symbols, sign language, speech- generating devices) to improve speech, language, and communication skills. I am a member of the Communication Matrix Community Leadership Team and I am focused on creating a community full of useful strategies and lesson plans. ","published":true,"userID":1015,"PostCollectionItems":[{"collectionItemID":18,"collectionID":6,"postID":8156,"quote":"I wrote this post to share information on how to support pre-intentional communication behavior by noticing subtle communication. ","Post":{"postID":8156,"title":"Supporting Communication Beyond Level 1 : Noticing Subtle Communication","body":"One of the most important strategies when working with individuals communicating using Pre-Intentional Behavior is Communication Partner Training.
Noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development.
1. Learn to recognize the behavior states and behavior patterns.
•\tAlertness/ Sleepiness
•\tDiscomfort/ Comfort
•\tActive/ Inactive
•\tAgitation/ Frustration/ Content
•\tHunger/ Thirst / Satiated
Some children with significant disabilities may show unusual behavior patterns. Keeping a schedule of times or day when your child or the individual you are working with is typically comfortable, alert, and attentive, is a helpful. The best learning happens when an individual is content, comfortable, and active. Make the most of your teaching opportunities by focusing interactions during these times of the day.
Some children with significant disabilities have subtle ways of communicating. Use the Skills List from the Communication Matrix Assessment to educate other communication partners as to how your child, or the individual you work with expresses discomfort, comfort, and interest in other people.
The first step to intervention is accurately reading Pre- Intentional Behavior Signals. We must first recognize these actions THEN, we can respond appropriately and reinforce beginning communication attempts.
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","Post":{"postID":8157,"title":"Supporting Communication Beyond Level 1 : Responding to Subtle Communication ","body":"As mentioned in a previous post, noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development. After communication partners learn to recognize subtle communication, they can focus on responding to the communication. The best type of response is related to the purpose of the child’s communication. For example, when you recognize a vocalization as a sign of discomfort, your response might be to reposition the individual.
Responding consistently to the individual communication acts is what will reinforce this behavior over time. While this may seem like “good parenting” or “just good teaching” recognizing communication of individuals with disabilities can be tricky . It may be tempting to skip ahead too quickly to other forms of direct instruction. At this stage it is more important to focus on being a communication partner, listening and responding.
What are routines anyway? Why are they important? It seems that therapists are always recommending “teaching in routines”. Basically, routines are 2 or more step activities that are repeated over the course of the day or more than 3 times a week.
Examples of Personal Care Routines:
-\tHand washing
-\tBathing
-\tClothing
-\tDiapering/ Toileting
-\tApplying lotion
Examples of Routines with Food:
-\tSetting the table
-\tPreparing meals or snacks
-\tPutting away groceries
-\tWashing produce
-\tPouring food/ drinks
-\tWashing dishes
-\tGrocery Shopping
Examples of Social Routines:
-\tTickle Games
-\tNursery Rhymes
-\tBook Reading
-\tListening to or Playing Music
-\tDancing
Examples of Exercise Routines:
-\tSwinging
-\tSwimming
-\tSliding
-\tRocking
-\tDancing
-\tStretching
-\tBall Play
Examples of Simple Toy Routines:
-\tPushing cars and trains
-\tToys in a bucket, dump the bucket
-\tStacking Blocks
-\tBlowing bubbles
-\tLights on and off
We want to develop activities with sequenced steps so that the individual or child that you are working with can practice communicating several times throughout the activity. Doing the same thing every time, and having multiple chances to practice is how we are able to teach skills to children with complex communication needs. Creating routines develops the context for communication.
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It is perfect for parents and practitioners looking to help individuals communicating with LEVEL 2 behaviors. ","Post":{"postID":8159,"title":"Supporting Communication Beyond Level 2 : Shaping Unintentional Behavior ","body":"In order to build intentional communication skills, the communication partner must respond to subtle communication behaviors so that individuals learn that they can use these behaviors to request, protest, and interact with adults. One instructional strategy is behavior shaping through thoughtful reactions (differential reinforcement). As an example --when a child vocalizes we might respond as though they are gaining attention to encourage the child to use his vocalizations more in the future. Later we might continue to shape that response by only responding to the child when they are vocalizing toward the adult AND are looking at the adult. Before we start any intervention, we want to make a plan that includes the following things.
A provided an example is attached of a child’s communication at Level 2:
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This post shares some basic information about the approach. ","Post":{"postID":8160,"title":"Prelinguistic Milieu Teaching ","body":"Are there any evidenced based practices suitable for individuals with emerging intentional communication skills? YES… one promising intervention is Responsivity Education and Prelingustic Milieu Teaching (RPMT).
PMT Contains two components:
\tPrelinguistic Milieu Teaching (PMT)
\tReponsivity Education (RE)
Implemented through:
\tArranging the environment
\tFollowing the child’s lead
\tBuilding social routines in which parent and child have predictable roles (e.g. peekaboo, pat-a-cake)
\tCan happen during normal daily routines
Ideal participants:
\tHave an expressive vocabulary of < 10 words
Intervention Goals
1.\tEstablishing Routines
2.\tIncrease frequency of nonverbal communication
3.\tIncrease the frequency and spontaneity of coordinated eye gaze
4.\tIncrease the Frequency Spontaneity & Range of Gestures
5.\tCombine components of intentional communication acts
6.\tPrelinguistic Milieu Teaching (PMT) Procedures:
1.\tSeveral one-to-one sessions with SLP or teacher per week
2.\tCan range for a few weeks to more than 6 months
3.\tSpecific techniques
1.\tImitate motor/vocal acts
2.\tModel sounds within child’s repertoire
3.\tProvide desired object contingent on looking
4.\tPretend not to understand gestures to evoke more communication
5.\tPrompting communication by saying “Show me!” “What do you want?”
For more information :
Warren et al. (1993)
Yoder & Stone (2006)
Fey et al. (2006)
Warren et al. (2008)
Yoder et al. (2014)
I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5582,"postID":8280,"userID":1015,"timestamp":"2016-06-15T18:59:56.713","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5609,"postID":8375,"userID":1015,"timestamp":"2016-08-10T20:22:50.147","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}}],"UserTypeLookups":[{"userTypeLookupID":5539,"userID":1015,"userTypeID":1,"type":"","UserType":{"userTypeID":1,"type":"Speech-Language Pathologist","main":true,"largeIcon":"SLPLarge.png","smallIcon":"SLPSmall.png"}}],"Posts":[{"postID":1249,"title":"Competencies that Promote Interprofessional Collaboration","body":"As this community includes multiple professions, I thought it would be useful to share some guiding documents related to interprofessional collaboration. \r\n\r\nI thought this might assist teams in entering discussions with other team members. It also might be useful for individuals who would like to expand the collaboration among existing teams. ","userID":1015,"timestamp":"2014-06-23T13:23:46.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":981,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":1253,"title":"Using Text Messaging for Communicating with Parents ","body":"Exchanging information with families is often a difficult when time is tight in classrooms. Check out this fantastic practice from the Colorado Department of Education: Results Matter Video Library. This video explains how a teacher uses text messages to engage with parents in her class. \r\n\r\n\r\n\r\nhttp://www2.cde.state.co.us/media/resultsmatter/RMSeries/UsingTextMessagingToStrengthenFamily-SchoolRelationships.asp\r\n\r\n","userID":1015,"timestamp":"2014-06-23T13:34:57.94","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":982,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6204,"postID":1253,"userID":370606,"timestamp":"2026-01-26T04:46:49.177"}],"PostCollectionItems":[]},{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1032,"postID":1257,"userID":1012,"timestamp":"2014-07-01T13:58:16.107"},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937"},{"starID":6115,"postID":1257,"userID":232207,"timestamp":"2020-12-09T12:44:05.847"},{"starID":6173,"postID":1257,"userID":299151,"timestamp":"2025-02-12T17:09:31.643"}],"PostCollectionItems":[]},{"postID":2874,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2875,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2876,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2877,"title":"The National Professional Development Center on Autism Spectrum Disorders","body":"Are you a professional working with individuals with Autism? If so, there is a great website that you should bookmark http://autismpdc.fpg.unc.edu/. I recently have been reading through one of their 2014 publications which reviews researched interventions for children and adolescents with autism. I've attached the link to the pdf to my post. Happy reading!\r\n\r\nhttp://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf","userID":1015,"timestamp":"2014-09-04T20:30:19.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":511,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1045,"postID":2877,"userID":1015,"timestamp":"2014-09-04T20:31:13.147"}],"PostCollectionItems":[]},{"postID":2878,"title":"American Speech- Language Hearing Association Webchat: AAC Fears and Myths","body":"The American Speech- Language and Hearing Association (ASHA) which is a professional organization for speech- language pathologists and audiologists is hosting a FREE webchat about some common fears and myths about augmentative and alternative communication. The following speakers will be available to answer questions:\r\n\r\nAmy S. Goldman, CCC-SLP, associate professor, Temple University\r\nElizabeth (Liz) Hanson, CCC-SLP, associate professor, University of South Dakota\r\nNicole Dupre, CCC-SLP, Assistive Technology Evaluation Facilitator, Houston Independent School District\r\nTraci Peplinski, MA, CCC-SLP, Clinical Service Provider in Schools and Private Practice\r\n\r\nFind more information here at the ASHA website http://www.asha.org/content.aspx?id=8589944189&LangType=1033","userID":1015,"timestamp":"2014-09-04T20:40:12.467","posted":true,"featured":false,"originalPostID":null,"eventDate":"2014-09-17T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":106,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2879,"title":"Harper's Hope: A parents view of the Power of Early Intervention","body":"The Desired Results Access Project has posted a new view about a family and their reflections of their daughters birth and the services that they have received through early intervention providers. \r\n\r\nThe video can only be accessed from : http://draccess.org/videolibrary/\r\n","userID":1015,"timestamp":"2014-09-05T07:01:57.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2934,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6201,"postID":2879,"userID":370606,"timestamp":"2026-01-26T04:46:47.427"}],"PostCollectionItems":[{"collectionItemID":435,"collectionID":160,"postID":2879,"quote":"Videos are an invaluable source of information"}]},{"postID":2912,"title":"Chris Klein TED Talks ","body":"I am always finding myself watching TED talks for inspiration and to learn about new topics. Chris Klein uses augmentative and alternative communication to elaborates on discrimination and ignorance he experiences as an adult with cerebral palsy. I like that this talk emphasizes the importance of communication for self expression as well as offers a narrative of how technology can enhance your quality of life. \r\n\r\nIn what ways do you help your team members understand the perspectives of consumers that use AAC? \r\n\r\nDo any members have videos that they also watch for inspiration? ","userID":1015,"timestamp":"2014-09-18T19:57:25.183","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This is great!","show":true,"views":374,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3980,"title":"Go Baby Go Program Expands to Oregon","body":"Check out this press release about a program expansion of the Go Baby Go Program initiated at the University of Delaware. \r\n\r\nhttp://oregonstate.edu/ua/ncs/archives/2014/nov/%E2%80%98go-baby-go%E2%80%99-mobility-program-children-disabilities-expands-o","userID":1015,"timestamp":"2014-11-06T14:22:46.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2069,"postID":3980,"userID":1012,"timestamp":"2014-11-07T09:36:32.493"},{"starID":2070,"postID":3980,"userID":2016,"timestamp":"2014-11-09T20:25:49.053"}],"PostCollectionItems":[]},{"postID":4110,"title":"Coaching ","body":"Is anyone interested in coaching families? \r\nI just came across this fabulous resource from Dr. Juliann Woods and colleagues at Florida State University. I thought it might be helpful for our community so I posted it to share. Happy Coaching everyone. ","userID":1015,"timestamp":"2015-01-01T17:37:30.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":65,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2134,"postID":4110,"userID":2021,"timestamp":"2015-01-26T12:17:01.033"}],"PostCollectionItems":[]},{"postID":5489,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5490,"title":"Top 5 Uses for Pictello ...#5","body":"Pictello is one of my favorite apps to use in speech- therapy sessions. \r\nIt is flexible, easy to use, and relatively inexpensive. \r\n#5 in my Top 5 ways to use Pictello is, creating a visual schedule. \r\n\r\nQuestion: Why use a Visual Schedule? And Why Pictello? \r\n\r\nAnswer: Visual schedules are a great way to minimize difficulties transitioning during therapy sessions, classroom learning groups, and at-home routines. I like Pictello because I can make the images (1) Custom for each kiddo, (2) Appear 1 at a time and (3) Reinforced with Text to Speech. Using a 3- click on the home button, of my iPad, I can quickly toggle in and out of the communication software that I'm using and Pictello for use as a visual schedule. \r\n\r\nHow do I create a Visual Schedule using Pictello? \r\n1. Start by taking pictures of the activities. I find it easier to search for photos in my library. Although Pictello gives you the option of using the camera to capture a photo at any time. 2. After taking photos, open the application, and create a new story. Create 1 page per activity. Add a word or phrase using the space for text and describe your activity. Use recorded speech, or the built in computer voices to speak your message. 3. Introduce the Visual schedule to your client and use Prior to Your Session Each Day. \r\n\r\nI've included a link in my post to a You Tube Video Describing how to use Pictello. \r\n\r\n\r\n\r\nQuestion for my Readers: How do you like to use Pictello? ","userID":1015,"timestamp":"2015-05-03T15:46:54.147","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1014,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5491,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5492,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5494,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5495,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5496,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5497,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5498,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5508,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5509,"title":"Learning about Rare Disorders: Angelman Syndrome Communication Support in the Inclusive Classroom ","body":"I came across this great webinar from Erin Sheldon who discusses strategies for supporting literacy intervention for children with Angelman Syndrome in inclusive classrooms. \r\n\r\nIn her talk she describes using core words, predictable chart writing, and AAC supports to build literacy skills. In addition she provides screenshots and examples of communication displays, which I always find helpful. \r\n\r\nWatch the Video Below to find out more. ","userID":1015,"timestamp":"2015-05-06T19:20:33.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":88,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5520,"title":"Learning about Rare Disorders: Rett Syndrome","body":"I stumbled upon this great resource about navigating the assessment and IEP process for families of children with Rett Syndrome. ","userID":1015,"timestamp":"2015-05-10T15:04:44.98","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"The IEP process can always be challenging. This resource will be especially helpful for parents and professionals working with children with Rett Syndrome. ","show":true,"views":164,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3209,"postID":5520,"userID":2016,"timestamp":"2015-05-12T10:32:34.367"}],"PostCollectionItems":[]},{"postID":5526,"title":"Learning about Rare Disorders: A Parent and Professionals Perspective on Rett Syndrome","body":"Katie's Clinic for Rett Syndrome, part of the UCSF Benioff Children's Hospital in Oakland has put together this wonderful You Tube video describing Rett Syndrome from a parent and professional's perspective.\r\n\r\nI loved how both parents and professionals described how important communication was to understanding their children and learning to listen to children communicating without words. \r\n\r\nLearn more about Katie's Clinic here : http://www.childrenshospitaloakland.org/main/departments-services/rett-syndrome-89.aspx\r\n\r\nCheck out that video below. ","userID":1015,"timestamp":"2015-05-13T16:12:23.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":185,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3214,"postID":5526,"userID":1012,"timestamp":"2015-05-15T15:51:56.36"},{"starID":3220,"postID":5526,"userID":2020,"timestamp":"2015-05-27T16:11:50.177"}],"PostCollectionItems":[]},{"postID":5534,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5535,"title":"Offering and Sharing ","body":"One of my favorite communication intents to teach is offering and sharing. I think it is a fundamental skill because in order to make friends, children and adolescents must be able to share. \r\n\r\nFirst, I start by collecting a series of common items (e.g. Funny Hats, Large Sun Glasses, Feather Boas, Clown Bow Ties, Decorative Head Bands, Comb and Mirror. \r\n\r\nParty City is a great place to find materials. \r\n\r\nHat: http://www.amazon.com/Jacobson-Hat-Company-Shark-Medium/dp/B002DHDN9S/ref=sr_1_3?ie=UTF8&qid=1431968537&sr=8-3&keywords=silly+hat\r\n\r\nGlasses: \r\nhttp://www.amazon.com/Yellow-Glasses-Pudgy-Pedros-Supplies/dp/B00G3CSW9A/ref=sr_1_1?ie=UTF8&qid=1431968588&sr=8-1&keywords=funny+sunglasses\r\n\r\nI place an item one at a time on the table. Pause to see if the individual will do something with the item. If the individual doesn't respond after 10 seconds (or if their physical impairments limit how well they can manipulate objects), I help the student put on or use the item. Once they have taken a turn, I lean in close and ask , \" Can I have a turn?\" up to 3X. If they don't share the item, or communicate in some way that I can have a turn after 3X asking, I take the item and say, I want a turn. \r\n\r\nNow this will not work for all students, and the students must be somewhat interested in objects for this to work as an activity. However, i have found that it to be fun both for the student and the teacher, therapist or parent. \r\n\r\nThis is also a relatively easy activity/ routine to encourage at home. ","userID":1015,"timestamp":"2015-05-18T10:09:40.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3219,"postID":5535,"userID":2016,"timestamp":"2015-05-21T20:48:11.507"}],"PostCollectionItems":[]},{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083"}],"PostCollectionItems":[]},{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78"}],"PostCollectionItems":[]},{"postID":8043,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8156,"title":"Supporting Communication Beyond Level 1 : Noticing Subtle Communication","body":"One of the most important strategies when working with individuals communicating using Pre-Intentional Behavior is Communication Partner Training.
Noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development.
1. Learn to recognize the behavior states and behavior patterns.
•\tAlertness/ Sleepiness
•\tDiscomfort/ Comfort
•\tActive/ Inactive
•\tAgitation/ Frustration/ Content
•\tHunger/ Thirst / Satiated
Some children with significant disabilities may show unusual behavior patterns. Keeping a schedule of times or day when your child or the individual you are working with is typically comfortable, alert, and attentive, is a helpful. The best learning happens when an individual is content, comfortable, and active. Make the most of your teaching opportunities by focusing interactions during these times of the day.
Some children with significant disabilities have subtle ways of communicating. Use the Skills List from the Communication Matrix Assessment to educate other communication partners as to how your child, or the individual you work with expresses discomfort, comfort, and interest in other people.
The first step to intervention is accurately reading Pre- Intentional Behavior Signals. We must first recognize these actions THEN, we can respond appropriately and reinforce beginning communication attempts.
","userID":1015,"timestamp":"2016-03-19T14:34:07.153","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2496,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5538,"postID":8156,"userID":9043,"timestamp":"2016-05-14T01:13:42.46"}],"PostCollectionItems":[{"collectionItemID":18,"collectionID":6,"postID":8156,"quote":"I wrote this post to share information on how to support pre-intentional communication behavior by noticing subtle communication. "},{"collectionItemID":39,"collectionID":42,"postID":8156,"quote":"Recognition of Behavioral States and Patterns"}]},{"postID":8157,"title":"Supporting Communication Beyond Level 1 : Responding to Subtle Communication ","body":"As mentioned in a previous post, noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development. After communication partners learn to recognize subtle communication, they can focus on responding to the communication. The best type of response is related to the purpose of the child’s communication. For example, when you recognize a vocalization as a sign of discomfort, your response might be to reposition the individual.
Responding consistently to the individual communication acts is what will reinforce this behavior over time. While this may seem like “good parenting” or “just good teaching” recognizing communication of individuals with disabilities can be tricky . It may be tempting to skip ahead too quickly to other forms of direct instruction. At this stage it is more important to focus on being a communication partner, listening and responding.
What are routines anyway? Why are they important? It seems that therapists are always recommending “teaching in routines”. Basically, routines are 2 or more step activities that are repeated over the course of the day or more than 3 times a week.
Examples of Personal Care Routines:
-\tHand washing
-\tBathing
-\tClothing
-\tDiapering/ Toileting
-\tApplying lotion
Examples of Routines with Food:
-\tSetting the table
-\tPreparing meals or snacks
-\tPutting away groceries
-\tWashing produce
-\tPouring food/ drinks
-\tWashing dishes
-\tGrocery Shopping
Examples of Social Routines:
-\tTickle Games
-\tNursery Rhymes
-\tBook Reading
-\tListening to or Playing Music
-\tDancing
Examples of Exercise Routines:
-\tSwinging
-\tSwimming
-\tSliding
-\tRocking
-\tDancing
-\tStretching
-\tBall Play
Examples of Simple Toy Routines:
-\tPushing cars and trains
-\tToys in a bucket, dump the bucket
-\tStacking Blocks
-\tBlowing bubbles
-\tLights on and off
We want to develop activities with sequenced steps so that the individual or child that you are working with can practice communicating several times throughout the activity. Doing the same thing every time, and having multiple chances to practice is how we are able to teach skills to children with complex communication needs. Creating routines develops the context for communication.
","userID":1015,"timestamp":"2016-03-19T14:49:47.26","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2158,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6111,"postID":8158,"userID":212363,"timestamp":"2020-11-01T19:39:21.58"}],"PostCollectionItems":[{"collectionItemID":20,"collectionID":6,"postID":8158,"quote":"Developing predictable routines that are enjoyable for the individual with CCN as well as the communication partner. "},{"collectionItemID":41,"collectionID":42,"postID":8158,"quote":"The explanation of a routine and a variety of examples"}]},{"postID":8159,"title":"Supporting Communication Beyond Level 2 : Shaping Unintentional Behavior ","body":"In order to build intentional communication skills, the communication partner must respond to subtle communication behaviors so that individuals learn that they can use these behaviors to request, protest, and interact with adults. One instructional strategy is behavior shaping through thoughtful reactions (differential reinforcement). As an example --when a child vocalizes we might respond as though they are gaining attention to encourage the child to use his vocalizations more in the future. Later we might continue to shape that response by only responding to the child when they are vocalizing toward the adult AND are looking at the adult. Before we start any intervention, we want to make a plan that includes the following things.
A provided an example is attached of a child’s communication at Level 2:
","userID":1015,"timestamp":"2016-03-19T15:09:23.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2240,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":21,"collectionID":6,"postID":8159,"quote":"This post includes a table with examples how how to shape unintentional behavior. It is perfect for parents and practitioners looking to help individuals communicating with LEVEL 2 behaviors. "}]},{"postID":8160,"title":"Prelinguistic Milieu Teaching ","body":"Are there any evidenced based practices suitable for individuals with emerging intentional communication skills? YES… one promising intervention is Responsivity Education and Prelingustic Milieu Teaching (RPMT).
PMT Contains two components:
\tPrelinguistic Milieu Teaching (PMT)
\tReponsivity Education (RE)
Implemented through:
\tArranging the environment
\tFollowing the child’s lead
\tBuilding social routines in which parent and child have predictable roles (e.g. peekaboo, pat-a-cake)
\tCan happen during normal daily routines
Ideal participants:
\tHave an expressive vocabulary of < 10 words
Intervention Goals
1.\tEstablishing Routines
2.\tIncrease frequency of nonverbal communication
3.\tIncrease the frequency and spontaneity of coordinated eye gaze
4.\tIncrease the Frequency Spontaneity & Range of Gestures
5.\tCombine components of intentional communication acts
6.\tPrelinguistic Milieu Teaching (PMT) Procedures:
1.\tSeveral one-to-one sessions with SLP or teacher per week
2.\tCan range for a few weeks to more than 6 months
3.\tSpecific techniques
1.\tImitate motor/vocal acts
2.\tModel sounds within child’s repertoire
3.\tProvide desired object contingent on looking
4.\tPretend not to understand gestures to evoke more communication
5.\tPrompting communication by saying “Show me!” “What do you want?”
For more information :
Warren et al. (1993)
Yoder & Stone (2006)
Fey et al. (2006)
Warren et al. (2008)
Yoder et al. (2014)
Dear Community Members,
I just wanted to share this opportunity with our Community Here:
Offering Project ImPACT through Telehealth
FREE WEBINAR
With the current COVID-19 pandemic, many providers are having to shift their in-person services to telehealth. Our research and clinical experience show that Project ImPACT can be delivered very successfully over telehealth. This free webinar will provide important information to help providers transition the Project ImPACT program to a telehealth model.This webinar will be hosted by the Project ImPACT co-developers: Anna Dvortcsak, MS, CCC-SLP and Brooke Ingersoll, PhD, BCBA-D.
This 90-minute webinar will cover:
Brief overview and resources on the evidence-base and guidelines for providing services over telehealth
What information providers need to be able to provide telehealth-based Project ImPACT effectively
How to set families up for success with telehealth
How to conduct the Project ImPACT individual and group coaching models over telehealth
We will allow time for questions from participants. The webinar will also be recorded and shared over YouTube for providers who are not able to attend.
The webinar will be this Friday (3/27/20) from 1:00-2:30 PM EST. Registration for this event is free but required. This webinar is designed for providers who are already using Project ImPACT with families. We are also planning to host another webinar next week on parent coaching more generally for providers who are transitioning to telehealth but who may not be using Project ImPACT.
TO REGISTER, CLICK BELOW:
https://msu.zoom.us/webinar/register/WN_HWkF164VRsiuMj9xmAGDpw
Dear Community Members,
If you haven't seen yet HHS has included a great resource about Remote Communications during the COVID-19 outbreak.
You can view the full announcement here: https://www.hhs.gov/hipaa/for-professionals/special-topics/emergency-preparedness/notification-enforcement-discretion-telehealth/index.html
","userID":1015,"timestamp":"2020-03-23T20:00:15.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1825,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":475,"collectionID":169,"postID":24483,"quote":""}]},{"postID":24558,"title":"Part Time Job Opportunity- Communication Matrix Foundation ","body":"The Communication Matrix Foundation is seeking a part-time contractual employee to provide customer support to users of the Communication Matrix Assessment and Community of Practice and to enhance user involvement. Responsibilities for this position include: (1) answering user emails and providing customer support, (2) communicating with Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing Social Media Content, and (5) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities. Skills and experience required for this position include: 1) Associate or Bachelor’s Degree with or 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field, 2) strong written communication skills, 3) basic knowledge of Google Suite Features and Microsoft Excel, 4) ability to meet weekly between 5 – 7 pm Pacific Standard Time. Pay is $30.00 per hour, 15-20 hours per week. Please send CV and cover letter to info@communicationmatrix.org.
","userID":1015,"timestamp":"2021-08-29T12:18:58.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":254,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6122,"postID":24558,"userID":170687,"timestamp":"2021-08-29T20:14:51.683"}],"PostCollectionItems":[]}],"Posts1":[{"postID":1249,"title":"Competencies that Promote Interprofessional Collaboration","body":"As this community includes multiple professions, I thought it would be useful to share some guiding documents related to interprofessional collaboration. \r\n\r\nI thought this might assist teams in entering discussions with other team members. It also might be useful for individuals who would like to expand the collaboration among existing teams. ","userID":1015,"timestamp":"2014-06-23T13:23:46.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":981,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":1253,"title":"Using Text Messaging for Communicating with Parents ","body":"Exchanging information with families is often a difficult when time is tight in classrooms. Check out this fantastic practice from the Colorado Department of Education: Results Matter Video Library. This video explains how a teacher uses text messages to engage with parents in her class. \r\n\r\n\r\n\r\nhttp://www2.cde.state.co.us/media/resultsmatter/RMSeries/UsingTextMessagingToStrengthenFamily-SchoolRelationships.asp\r\n\r\n","userID":1015,"timestamp":"2014-06-23T13:34:57.94","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":982,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6204,"postID":1253,"userID":370606,"timestamp":"2026-01-26T04:46:49.177"}],"PostCollectionItems":[]},{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1032,"postID":1257,"userID":1012,"timestamp":"2014-07-01T13:58:16.107"},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937"},{"starID":6115,"postID":1257,"userID":232207,"timestamp":"2020-12-09T12:44:05.847"},{"starID":6173,"postID":1257,"userID":299151,"timestamp":"2025-02-12T17:09:31.643"}],"PostCollectionItems":[]},{"postID":2874,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2875,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2876,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2877,"title":"The National Professional Development Center on Autism Spectrum Disorders","body":"Are you a professional working with individuals with Autism? If so, there is a great website that you should bookmark http://autismpdc.fpg.unc.edu/. I recently have been reading through one of their 2014 publications which reviews researched interventions for children and adolescents with autism. I've attached the link to the pdf to my post. Happy reading!\r\n\r\nhttp://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf","userID":1015,"timestamp":"2014-09-04T20:30:19.733","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":511,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1045,"postID":2877,"userID":1015,"timestamp":"2014-09-04T20:31:13.147"}],"PostCollectionItems":[]},{"postID":2878,"title":"American Speech- Language Hearing Association Webchat: AAC Fears and Myths","body":"The American Speech- Language and Hearing Association (ASHA) which is a professional organization for speech- language pathologists and audiologists is hosting a FREE webchat about some common fears and myths about augmentative and alternative communication. The following speakers will be available to answer questions:\r\n\r\nAmy S. Goldman, CCC-SLP, associate professor, Temple University\r\nElizabeth (Liz) Hanson, CCC-SLP, associate professor, University of South Dakota\r\nNicole Dupre, CCC-SLP, Assistive Technology Evaluation Facilitator, Houston Independent School District\r\nTraci Peplinski, MA, CCC-SLP, Clinical Service Provider in Schools and Private Practice\r\n\r\nFind more information here at the ASHA website http://www.asha.org/content.aspx?id=8589944189&LangType=1033","userID":1015,"timestamp":"2014-09-04T20:40:12.467","posted":true,"featured":false,"originalPostID":null,"eventDate":"2014-09-17T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":106,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2879,"title":"Harper's Hope: A parents view of the Power of Early Intervention","body":"The Desired Results Access Project has posted a new view about a family and their reflections of their daughters birth and the services that they have received through early intervention providers. \r\n\r\nThe video can only be accessed from : http://draccess.org/videolibrary/\r\n","userID":1015,"timestamp":"2014-09-05T07:01:57.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2934,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6201,"postID":2879,"userID":370606,"timestamp":"2026-01-26T04:46:47.427"}],"PostCollectionItems":[{"collectionItemID":435,"collectionID":160,"postID":2879,"quote":"Videos are an invaluable source of information"}]},{"postID":2912,"title":"Chris Klein TED Talks ","body":"I am always finding myself watching TED talks for inspiration and to learn about new topics. Chris Klein uses augmentative and alternative communication to elaborates on discrimination and ignorance he experiences as an adult with cerebral palsy. I like that this talk emphasizes the importance of communication for self expression as well as offers a narrative of how technology can enhance your quality of life. \r\n\r\nIn what ways do you help your team members understand the perspectives of consumers that use AAC? \r\n\r\nDo any members have videos that they also watch for inspiration? ","userID":1015,"timestamp":"2014-09-18T19:57:25.183","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This is great!","show":true,"views":374,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3980,"title":"Go Baby Go Program Expands to Oregon","body":"Check out this press release about a program expansion of the Go Baby Go Program initiated at the University of Delaware. \r\n\r\nhttp://oregonstate.edu/ua/ncs/archives/2014/nov/%E2%80%98go-baby-go%E2%80%99-mobility-program-children-disabilities-expands-o","userID":1015,"timestamp":"2014-11-06T14:22:46.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2069,"postID":3980,"userID":1012,"timestamp":"2014-11-07T09:36:32.493"},{"starID":2070,"postID":3980,"userID":2016,"timestamp":"2014-11-09T20:25:49.053"}],"PostCollectionItems":[]},{"postID":4110,"title":"Coaching ","body":"Is anyone interested in coaching families? \r\nI just came across this fabulous resource from Dr. Juliann Woods and colleagues at Florida State University. I thought it might be helpful for our community so I posted it to share. Happy Coaching everyone. ","userID":1015,"timestamp":"2015-01-01T17:37:30.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":65,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2134,"postID":4110,"userID":2021,"timestamp":"2015-01-26T12:17:01.033"}],"PostCollectionItems":[]},{"postID":5489,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5490,"title":"Top 5 Uses for Pictello ...#5","body":"Pictello is one of my favorite apps to use in speech- therapy sessions. \r\nIt is flexible, easy to use, and relatively inexpensive. \r\n#5 in my Top 5 ways to use Pictello is, creating a visual schedule. \r\n\r\nQuestion: Why use a Visual Schedule? And Why Pictello? \r\n\r\nAnswer: Visual schedules are a great way to minimize difficulties transitioning during therapy sessions, classroom learning groups, and at-home routines. I like Pictello because I can make the images (1) Custom for each kiddo, (2) Appear 1 at a time and (3) Reinforced with Text to Speech. Using a 3- click on the home button, of my iPad, I can quickly toggle in and out of the communication software that I'm using and Pictello for use as a visual schedule. \r\n\r\nHow do I create a Visual Schedule using Pictello? \r\n1. Start by taking pictures of the activities. I find it easier to search for photos in my library. Although Pictello gives you the option of using the camera to capture a photo at any time. 2. After taking photos, open the application, and create a new story. Create 1 page per activity. Add a word or phrase using the space for text and describe your activity. Use recorded speech, or the built in computer voices to speak your message. 3. Introduce the Visual schedule to your client and use Prior to Your Session Each Day. \r\n\r\nI've included a link in my post to a You Tube Video Describing how to use Pictello. \r\n\r\n\r\n\r\nQuestion for my Readers: How do you like to use Pictello? ","userID":1015,"timestamp":"2015-05-03T15:46:54.147","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1014,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5491,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5492,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5494,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5495,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5496,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5497,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5498,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5508,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5509,"title":"Learning about Rare Disorders: Angelman Syndrome Communication Support in the Inclusive Classroom ","body":"I came across this great webinar from Erin Sheldon who discusses strategies for supporting literacy intervention for children with Angelman Syndrome in inclusive classrooms. \r\n\r\nIn her talk she describes using core words, predictable chart writing, and AAC supports to build literacy skills. In addition she provides screenshots and examples of communication displays, which I always find helpful. \r\n\r\nWatch the Video Below to find out more. ","userID":1015,"timestamp":"2015-05-06T19:20:33.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":88,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5520,"title":"Learning about Rare Disorders: Rett Syndrome","body":"I stumbled upon this great resource about navigating the assessment and IEP process for families of children with Rett Syndrome. ","userID":1015,"timestamp":"2015-05-10T15:04:44.98","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"The IEP process can always be challenging. This resource will be especially helpful for parents and professionals working with children with Rett Syndrome. ","show":true,"views":164,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3209,"postID":5520,"userID":2016,"timestamp":"2015-05-12T10:32:34.367"}],"PostCollectionItems":[]},{"postID":5526,"title":"Learning about Rare Disorders: A Parent and Professionals Perspective on Rett Syndrome","body":"Katie's Clinic for Rett Syndrome, part of the UCSF Benioff Children's Hospital in Oakland has put together this wonderful You Tube video describing Rett Syndrome from a parent and professional's perspective.\r\n\r\nI loved how both parents and professionals described how important communication was to understanding their children and learning to listen to children communicating without words. \r\n\r\nLearn more about Katie's Clinic here : http://www.childrenshospitaloakland.org/main/departments-services/rett-syndrome-89.aspx\r\n\r\nCheck out that video below. ","userID":1015,"timestamp":"2015-05-13T16:12:23.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":185,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3214,"postID":5526,"userID":1012,"timestamp":"2015-05-15T15:51:56.36"},{"starID":3220,"postID":5526,"userID":2020,"timestamp":"2015-05-27T16:11:50.177"}],"PostCollectionItems":[]},{"postID":5534,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5535,"title":"Offering and Sharing ","body":"One of my favorite communication intents to teach is offering and sharing. I think it is a fundamental skill because in order to make friends, children and adolescents must be able to share. \r\n\r\nFirst, I start by collecting a series of common items (e.g. Funny Hats, Large Sun Glasses, Feather Boas, Clown Bow Ties, Decorative Head Bands, Comb and Mirror. \r\n\r\nParty City is a great place to find materials. \r\n\r\nHat: http://www.amazon.com/Jacobson-Hat-Company-Shark-Medium/dp/B002DHDN9S/ref=sr_1_3?ie=UTF8&qid=1431968537&sr=8-3&keywords=silly+hat\r\n\r\nGlasses: \r\nhttp://www.amazon.com/Yellow-Glasses-Pudgy-Pedros-Supplies/dp/B00G3CSW9A/ref=sr_1_1?ie=UTF8&qid=1431968588&sr=8-1&keywords=funny+sunglasses\r\n\r\nI place an item one at a time on the table. Pause to see if the individual will do something with the item. If the individual doesn't respond after 10 seconds (or if their physical impairments limit how well they can manipulate objects), I help the student put on or use the item. Once they have taken a turn, I lean in close and ask , \" Can I have a turn?\" up to 3X. If they don't share the item, or communicate in some way that I can have a turn after 3X asking, I take the item and say, I want a turn. \r\n\r\nNow this will not work for all students, and the students must be somewhat interested in objects for this to work as an activity. However, i have found that it to be fun both for the student and the teacher, therapist or parent. \r\n\r\nThis is also a relatively easy activity/ routine to encourage at home. ","userID":1015,"timestamp":"2015-05-18T10:09:40.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3219,"postID":5535,"userID":2016,"timestamp":"2015-05-21T20:48:11.507"}],"PostCollectionItems":[]},{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083"}],"PostCollectionItems":[]},{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78"}],"PostCollectionItems":[]},{"postID":8043,"title":"","body":"","userID":1015,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8156,"title":"Supporting Communication Beyond Level 1 : Noticing Subtle Communication","body":"One of the most important strategies when working with individuals communicating using Pre-Intentional Behavior is Communication Partner Training.
Noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development.
1. Learn to recognize the behavior states and behavior patterns.
•\tAlertness/ Sleepiness
•\tDiscomfort/ Comfort
•\tActive/ Inactive
•\tAgitation/ Frustration/ Content
•\tHunger/ Thirst / Satiated
Some children with significant disabilities may show unusual behavior patterns. Keeping a schedule of times or day when your child or the individual you are working with is typically comfortable, alert, and attentive, is a helpful. The best learning happens when an individual is content, comfortable, and active. Make the most of your teaching opportunities by focusing interactions during these times of the day.
Some children with significant disabilities have subtle ways of communicating. Use the Skills List from the Communication Matrix Assessment to educate other communication partners as to how your child, or the individual you work with expresses discomfort, comfort, and interest in other people.
The first step to intervention is accurately reading Pre- Intentional Behavior Signals. We must first recognize these actions THEN, we can respond appropriately and reinforce beginning communication attempts.
","userID":1015,"timestamp":"2016-03-19T14:34:07.153","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2496,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5538,"postID":8156,"userID":9043,"timestamp":"2016-05-14T01:13:42.46"}],"PostCollectionItems":[{"collectionItemID":18,"collectionID":6,"postID":8156,"quote":"I wrote this post to share information on how to support pre-intentional communication behavior by noticing subtle communication. "},{"collectionItemID":39,"collectionID":42,"postID":8156,"quote":"Recognition of Behavioral States and Patterns"}]},{"postID":8157,"title":"Supporting Communication Beyond Level 1 : Responding to Subtle Communication ","body":"As mentioned in a previous post, noticing and responding to all communication behavior is one of the most important strategies during this stage of communication development. After communication partners learn to recognize subtle communication, they can focus on responding to the communication. The best type of response is related to the purpose of the child’s communication. For example, when you recognize a vocalization as a sign of discomfort, your response might be to reposition the individual.
Responding consistently to the individual communication acts is what will reinforce this behavior over time. While this may seem like “good parenting” or “just good teaching” recognizing communication of individuals with disabilities can be tricky . It may be tempting to skip ahead too quickly to other forms of direct instruction. At this stage it is more important to focus on being a communication partner, listening and responding.
What are routines anyway? Why are they important? It seems that therapists are always recommending “teaching in routines”. Basically, routines are 2 or more step activities that are repeated over the course of the day or more than 3 times a week.
Examples of Personal Care Routines:
-\tHand washing
-\tBathing
-\tClothing
-\tDiapering/ Toileting
-\tApplying lotion
Examples of Routines with Food:
-\tSetting the table
-\tPreparing meals or snacks
-\tPutting away groceries
-\tWashing produce
-\tPouring food/ drinks
-\tWashing dishes
-\tGrocery Shopping
Examples of Social Routines:
-\tTickle Games
-\tNursery Rhymes
-\tBook Reading
-\tListening to or Playing Music
-\tDancing
Examples of Exercise Routines:
-\tSwinging
-\tSwimming
-\tSliding
-\tRocking
-\tDancing
-\tStretching
-\tBall Play
Examples of Simple Toy Routines:
-\tPushing cars and trains
-\tToys in a bucket, dump the bucket
-\tStacking Blocks
-\tBlowing bubbles
-\tLights on and off
We want to develop activities with sequenced steps so that the individual or child that you are working with can practice communicating several times throughout the activity. Doing the same thing every time, and having multiple chances to practice is how we are able to teach skills to children with complex communication needs. Creating routines develops the context for communication.
","userID":1015,"timestamp":"2016-03-19T14:49:47.26","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2158,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6111,"postID":8158,"userID":212363,"timestamp":"2020-11-01T19:39:21.58"}],"PostCollectionItems":[{"collectionItemID":20,"collectionID":6,"postID":8158,"quote":"Developing predictable routines that are enjoyable for the individual with CCN as well as the communication partner. "},{"collectionItemID":41,"collectionID":42,"postID":8158,"quote":"The explanation of a routine and a variety of examples"}]},{"postID":8159,"title":"Supporting Communication Beyond Level 2 : Shaping Unintentional Behavior ","body":"In order to build intentional communication skills, the communication partner must respond to subtle communication behaviors so that individuals learn that they can use these behaviors to request, protest, and interact with adults. One instructional strategy is behavior shaping through thoughtful reactions (differential reinforcement). As an example --when a child vocalizes we might respond as though they are gaining attention to encourage the child to use his vocalizations more in the future. Later we might continue to shape that response by only responding to the child when they are vocalizing toward the adult AND are looking at the adult. Before we start any intervention, we want to make a plan that includes the following things.
A provided an example is attached of a child’s communication at Level 2:
","userID":1015,"timestamp":"2016-03-19T15:09:23.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2240,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":21,"collectionID":6,"postID":8159,"quote":"This post includes a table with examples how how to shape unintentional behavior. It is perfect for parents and practitioners looking to help individuals communicating with LEVEL 2 behaviors. "}]},{"postID":8160,"title":"Prelinguistic Milieu Teaching ","body":"Are there any evidenced based practices suitable for individuals with emerging intentional communication skills? YES… one promising intervention is Responsivity Education and Prelingustic Milieu Teaching (RPMT).
PMT Contains two components:
\tPrelinguistic Milieu Teaching (PMT)
\tReponsivity Education (RE)
Implemented through:
\tArranging the environment
\tFollowing the child’s lead
\tBuilding social routines in which parent and child have predictable roles (e.g. peekaboo, pat-a-cake)
\tCan happen during normal daily routines
Ideal participants:
\tHave an expressive vocabulary of < 10 words
Intervention Goals
1.\tEstablishing Routines
2.\tIncrease frequency of nonverbal communication
3.\tIncrease the frequency and spontaneity of coordinated eye gaze
4.\tIncrease the Frequency Spontaneity & Range of Gestures
5.\tCombine components of intentional communication acts
6.\tPrelinguistic Milieu Teaching (PMT) Procedures:
1.\tSeveral one-to-one sessions with SLP or teacher per week
2.\tCan range for a few weeks to more than 6 months
3.\tSpecific techniques
1.\tImitate motor/vocal acts
2.\tModel sounds within child’s repertoire
3.\tProvide desired object contingent on looking
4.\tPretend not to understand gestures to evoke more communication
5.\tPrompting communication by saying “Show me!” “What do you want?”
For more information :
Warren et al. (1993)
Yoder & Stone (2006)
Fey et al. (2006)
Warren et al. (2008)
Yoder et al. (2014)
Dear Community Members,
I just wanted to share this opportunity with our Community Here:
Offering Project ImPACT through Telehealth
FREE WEBINAR
With the current COVID-19 pandemic, many providers are having to shift their in-person services to telehealth. Our research and clinical experience show that Project ImPACT can be delivered very successfully over telehealth. This free webinar will provide important information to help providers transition the Project ImPACT program to a telehealth model.This webinar will be hosted by the Project ImPACT co-developers: Anna Dvortcsak, MS, CCC-SLP and Brooke Ingersoll, PhD, BCBA-D.
This 90-minute webinar will cover:
Brief overview and resources on the evidence-base and guidelines for providing services over telehealth
What information providers need to be able to provide telehealth-based Project ImPACT effectively
How to set families up for success with telehealth
How to conduct the Project ImPACT individual and group coaching models over telehealth
We will allow time for questions from participants. The webinar will also be recorded and shared over YouTube for providers who are not able to attend.
The webinar will be this Friday (3/27/20) from 1:00-2:30 PM EST. Registration for this event is free but required. This webinar is designed for providers who are already using Project ImPACT with families. We are also planning to host another webinar next week on parent coaching more generally for providers who are transitioning to telehealth but who may not be using Project ImPACT.
TO REGISTER, CLICK BELOW:
https://msu.zoom.us/webinar/register/WN_HWkF164VRsiuMj9xmAGDpw
Dear Community Members,
If you haven't seen yet HHS has included a great resource about Remote Communications during the COVID-19 outbreak.
You can view the full announcement here: https://www.hhs.gov/hipaa/for-professionals/special-topics/emergency-preparedness/notification-enforcement-discretion-telehealth/index.html
","userID":1015,"timestamp":"2020-03-23T20:00:15.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1825,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":475,"collectionID":169,"postID":24483,"quote":""}]},{"postID":24558,"title":"Part Time Job Opportunity- Communication Matrix Foundation ","body":"The Communication Matrix Foundation is seeking a part-time contractual employee to provide customer support to users of the Communication Matrix Assessment and Community of Practice and to enhance user involvement. Responsibilities for this position include: (1) answering user emails and providing customer support, (2) communicating with Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing Social Media Content, and (5) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities. Skills and experience required for this position include: 1) Associate or Bachelor’s Degree with or 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field, 2) strong written communication skills, 3) basic knowledge of Google Suite Features and Microsoft Excel, 4) ability to meet weekly between 5 – 7 pm Pacific Standard Time. Pay is $30.00 per hour, 15-20 hours per week. Please send CV and cover letter to info@communicationmatrix.org.
","userID":1015,"timestamp":"2021-08-29T12:18:58.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":254,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6122,"postID":24558,"userID":170687,"timestamp":"2021-08-29T20:14:51.683"}],"PostCollectionItems":[]}]}},{"collectionID":160,"name":"Families Sharing Information on Their AAC Journeys","description":"Here on the Communication Matrix Forum we have been fortunate to have several Collections Hosted by parents of children with complex communication needs (CCN). Out on the web, there are many more. This collection is an attempt bring those together.","dateCreated":"2019-05-05T19:30:56.347","bio":null,"published":true,"userID":2018,"PostCollectionItems":[{"collectionItemID":431,"collectionID":160,"postID":8070,"quote":"Home Talk, an assessment created with families for families","Post":{"postID":8070,"title":"HomeTalk: a Family Assessment","body":"HomeTalk, a Family Assessment of Children who\r\nare Deafblind was developed by myself and Philip Schweigert with the help of following team of parents and\r\nprofessionals: John Harris, Nancy Hartshorne, Tracy Jess, the late Dr. Harvey\r\nMar, Dr. Nancy Sall, Shaunie Schmoll, Linda Unruh, Nancy Vernon, and Tandy Wolf.\r\nIts purpose is to help families participate in the planning of their child’s\r\neducational program. Family members and other care providers have the best\r\nopportunities to make observations of a child at home and in the community. They\r\nknow their child’s skills better than anyone, and they need a way to describe\r\nthose skills in a language that professionals will respect. HomeTalk can\r\nprovide a broad picture of a child’s skills, special interests, and\r\npersonality. HomeTalk was developed by a group of parents and professionals who\r\nknow the importance of collaboration. HomeTalk may be used to:
• help develop\r\nan Individualized Educational Plan (IEP)
• review a child’s progress and needs\r\nat a school meeting
• introduce a child to new staff members
• summarize\r\nimportant information about a child.
Download HomeTalk without cost at this link:
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Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
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\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
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For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
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She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. 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They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
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Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
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Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
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https://www.aacconference.com/schedule.html
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She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner 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She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com\nIn addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.","lastLogin":"2016-04-19T12:39:52.367","admin":false,"website":"http://www.kellyfonner.com","noShowEmail":false,"twitter":"@kellyfonnerAT","facebook":"KellyFonner AT","charter":true,"organization1":"NSSEO","organization2":"","staff":true,"emailer":"weekly","lastEmailSent":"2020-09-30T23:00:30.46","highContrast":true,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":1039,"postID":2576,"userID":2018,"timestamp":"2014-08-07T10:24:25.567","Post":{"postID":2576,"title":"Makes Comments","body":"This young lady seems to be commenting about the similarity between her hairdo and her teacher's, as she points back and forth between her hair and her teacher's hair.","userID":9043,"timestamp":"2014-08-05T17:52:25.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":84,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3218,"postID":5536,"userID":2018,"timestamp":"2015-05-19T11:31:58.083","Post":{"postID":5536,"title":"Top Uses for Pictello - 4 Personal Narratiave","body":"Often when I work with children they have communication systems that are sufficient for making requests and short comments. However, the real challenge lies in being able to share personal narratives. While this is something we do with our friends, partners, co-workers, on a daily basis, often for an individual that uses AAC their listener has moved on to something else while they are still composing a personal narrative. One thing that I advocate for is having a quick way to share about important experiences. These could be birthdays, holidays, field trips, vacations, sporting events, or cultural events. I like to use Pictello to create social stories because it is easy and allows for recorded speech so messages can be shared in any language. Check out the video example of a Hike on the Oregon Coast.","userID":1015,"timestamp":"2015-05-18T10:12:40.353","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3221,"postID":5539,"userID":2018,"timestamp":"2015-06-01T19:06:51.78","Post":{"postID":5539,"title":"Top Uses for Pictello # 3 Adapted Books ","body":"Often, finding adapted books to work on the particular word families, or site words that I am teaching is difficult. Instead I find pictures using google images and write sentences using these words using the Pictello App. \r\n\r\nSee an example PDF below of a story I've made. \r\n\r\n \r\nI can even share these created books with other teachers using DROPBOX. See the attached PDF if you are interested in learning more about sharing resources from Pictello with other colleagues, or teachers in your school. ","userID":1015,"timestamp":"2015-05-27T17:54:54.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"Pictello and other resources for book making are great ways to reinforce word stories. Look also to TarHeel Reader, a free website from the Center for Literacy and Disability Studies http://tarheelreader.org/","show":true,"views":502,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3235,"postID":1257,"userID":2018,"timestamp":"2015-06-09T20:35:35.937","Post":{"postID":1257,"title":"How to Stay Current ---- My Favorite Websites","body":"Hi Members! I thought I'd start off by posting my 5 favorite websites that helps me when I'm learning about individuals that require AAC. \r\n\r\n1. Practical AAC: Short informative videos and postings help me learn more about a particular strategy (e.g. video modeling). \r\n http://praacticalaac.org/\r\n\r\n2. As an undergraduate in the the Communication Sciences and Disorders Program I learned my foundation in AAC from the courses and research projects I was involved with in State College. I like to peak in on what new projects the faculty and students are engaged in to let me know what I should be integrating into my practice. \r\nhttp://aac.psu.edu/\r\n\r\n3. http://www.spectronicsinoz.com/\r\n\r\n4. The Assistive Technology Industry Association has fantastic website where you can purchase and watch webinars to gain an understanding of new technologies. For example, I recently watched a webinar with the Occupational Therapists in my department about the implementation of google glass. \r\nhttp://www.atia.org/i4a/pages/index.cfm?pageid=1\r\n\r\n5. QIAT Quality Indicators for Assistive Technology is a site that I go to when I need help addressing implementing AAC throughout the school day, or in an educational plan. My favorite feature is the resources tab. \r\n http://indicators.knowbility.org/\r\n\r\n","userID":1015,"timestamp":"2014-06-23T14:50:37.923","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1038,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4230,"postID":5559,"userID":2018,"timestamp":"2015-06-14T09:19:53.29","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4232,"postID":5438,"userID":2018,"timestamp":"2015-06-19T22:15:22.99","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":4278,"postID":5426,"userID":2018,"timestamp":"2015-10-05T08:55:42.43","Post":{"postID":5426,"title":"Communication Matrix is now on Twitter!","body":"We have joined the present and are now on twitter! Join us @comm_matrix for musings and links on communication, AAC, matrix tips, speech and more!\r\n\r\nhttps://twitter.com/Comm_Matrix","userID":2023,"timestamp":"2015-04-01T11:24:27.9","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Follow Us Now!","show":true,"views":115,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4294,"postID":6747,"userID":2018,"timestamp":"2015-10-09T13:45:57.13","Post":{"postID":6747,"title":"Language and Speech in Education","body":"Hi! I am a student at a university in the College of Education. I am in a 'Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments' class. Learning about language acquisition and development of language in students, as well as adaptive devices, is such an interesting, captivating topic.
My question would be about what brought you (if you work in the field of language and speech in education) to where you are? What is your work and how have you enjoyed your work?
I am curious because my degree in special education will be a broad K-12+ Cognitive Impairment degree. But, there is always room for more specializing for a masters degree. I would love to hear about your experiences and what you do!
","userID":6487,"timestamp":"2015-10-05T09:58:44.747","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":62,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4351,"postID":6822,"userID":2018,"timestamp":"2015-11-05T13:16:19.49","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5570,"postID":6856,"userID":2018,"timestamp":"2016-06-08T21:32:18.297","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":5575,"postID":8264,"userID":2018,"timestamp":"2016-06-10T19:34:32.727","Post":{"postID":8264,"title":"Sharing the Matrix with a parent","body":"As a Special Education teacher, I would like to share my experience as I was able to present data from the Communication Matrix to an IEP committee during a student’s annual meeting. I briefly explained the Matrix to the Mother/committee and provided the parent with information including how to access the website. When I presented the printed matrices to the parent, I first gave her the one I had created at the beginning of the year and briefly explained what it represented. She had a chance to look it over and then I explained how much the student had grown/improved communication and gave her the one I created at the end of the year. A great, big smile came over her face, along with an expression of pride. I could see that she was overwhelmed by the amount of growth that had happened. She said that she really liked the charts because of the colors/visual effect that showed her the improvement made. It was easy for her to understand by just a glance at the matrices and she was totally impressed! Never before have I seen a parent react so positively in an IEP meeting. It is wonderful to have the ability to generate these matrices that visually represent a student's growth in communication. I will definitely continue to use the Communication Matrix and share it with parents. I’m appreciative that I have a tool I can use to help set IEP goals and to share information with parents in a format that is easily understandable.
","userID":4371,"timestamp":"2016-06-09T17:18:09.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":5588,"postID":6904,"userID":2018,"timestamp":"2016-06-30T04:28:23.477","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5590,"postID":8280,"userID":2018,"timestamp":"2016-07-05T15:27:04.977","Post":{"postID":8280,"title":"Families and Caregivers don't have time for \"Therapy.\"","body":"One of the beliefs I usually have to dispel with families and caregivers of clients is that utilizing the communication device does not need to be a separate, \"therapy,\" time during the day. This is a common misperception as I find they are used to the medical model where a specialist sits down with their child and addresses the problem. This means that my therapy sessions cannot look like this medical model either. This leads to families and caregiver hesitance to participate in sessions. They don't have time to carve out a half hour a day to sit down at a table to do 'work,\" with their child and feel overwhelmed at the though. Instead, we look together at their week and pick a spot within their routine to begin using the communication method we are focusing on. Even further, breaking it down to a single simple step or a single communicative utterance to start leads to much greater success and accountability. Many times my sessions are modeling how to use the communication tool in this routine to pass on independence to the family/caregiver.
","userID":12086,"timestamp":"2016-06-15T02:25:34.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1748,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":67,"collectionID":54,"postID":8280,"quote":"\"Therapy time\" is not something families/caregivers have time to do during the rest or the week."}]}},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97","Post":{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687","Post":{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5604,"postID":8375,"userID":2018,"timestamp":"2016-08-04T17:36:57.577","Post":{"postID":8375,"title":"Communication Opportunities is # 4 in our TOP 4 Implementation Strategies","body":"We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5605,"postID":8330,"userID":2018,"timestamp":"2016-08-04T17:37:21.203","Post":{"postID":8330,"title":"Implementation of the Tools in your Toolbox = Students becoming Competent Communicators","body":"In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a serious “AAC shared knowledge “gap for SLP’s and teams supporting students with complex communication needs. We also needed to help connect the dots for SLPs who know language but are not necessarily applying that knowledge to those students supported by AAC,
The solution was to develop a set of strategically designed toolboxes containing evidenced-based strategies to support the development and use of language and AAC for students with complex communication needs. For the purposes of this post we are focusing on “The What”: Foundational “Shared” Knowledge. After reviewing AAC research and conference topics, AAC social media sites, articles, anecdotal information from surveys, and of course asking lots of questions, these 4 AAC and language implementation strategies rose to the top: core vocabulary, aided language input, vocabulary instruction and opportunities. Our goal was to give teams a place to start, get their feet wet, ease some of their fears and encourage them as they support students benefiting from AAC. The best part – It’s working! We are changing a mindset and impacting a communication culture! Stay tuned there is more to come.
We hope you will join in and share your \"go to\" strategies to help teams get started.
","userID":4370,"timestamp":"2016-07-17T19:37:15.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2105,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":88,"collectionID":65,"postID":8330,"quote":"One way to \"get started\"! “A Framework for Success in AAC: Building Competent Communicators™"}]}},{"starID":5606,"postID":8323,"userID":2018,"timestamp":"2016-08-04T17:38:01.733","Post":{"postID":8323,"title":"Communication is key. ","body":"We can speak about related services needed for our family members who are deafblind, we can speak about the list people that can provide said services all day long for years to come and still not be discussing the most foundational need thise who are deafblind. That is... communication. If there is no way to get information in, life becomes pointless and is full of unnecessary failures.
Start here. Do this assessment. It is a wonderful tool to have in your tool box that you will need on and off again throughout their lives. Having a means to communicate and to have it understood is one of the most basic of needs and one of the most devastating feeling when you can't be understood.
#communicationmatrix #nfadb #nfadbaustintakeover
","userID":13351,"timestamp":"2016-07-17T18:40:58.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":15,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5607,"postID":8281,"userID":2018,"timestamp":"2016-08-04T17:39:41.827","Post":{"postID":8281,"title":"Hanen Center Article","body":"http://www.hanen.org/Helpful-Info/Articles/Parents...
","userID":12086,"timestamp":"2016-06-17T02:20:35.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":68,"collectionID":54,"postID":8281,"quote":"If enabled and trained, parents can be more effective than the speech-language pathologist. Ongoing training and modification from the SLP is required as skills change and develop to maintain that effectiveness."}]}},{"starID":5695,"postID":8521,"userID":2018,"timestamp":"2016-11-02T03:36:12.937","Post":{"postID":8521,"title":"Assumptions and \"Reading minds\"","body":"We become such good observers with our students who are prelinguistic and nonverbal that we step in and take the next step before waiting for the student to communicate with us. People finishing our sentences or interrupting can be frustrating for us. The same is true for our students. How often do you just sit and wait for the student to make some communicative movement. Often we worry we won't know what they are trying to communicate, that we run the conversation. I remember when I was first learning sign language and sometimes would \"hog\" the communication time because then I would know what is being said. If I was quiet, the other person would sign and maybe I would not understand her or him. Observe the next time you are working with your student and see if there is any wait time given for the student to initiate?
","userID":6433,"timestamp":"2016-11-01T17:42:30.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":570,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":144,"collectionID":92,"postID":8521,"quote":"sometimes we need to sit back, observe and wait for communication to happen"}]}},{"starID":5696,"postID":8514,"userID":2018,"timestamp":"2016-11-02T03:38:21.297","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5845,"postID":9822,"userID":2018,"timestamp":"2017-06-18T18:03:20.63","Post":{"postID":9822,"title":"Sabotage ","body":"Sabotage can be an effective method to elicit communication with struggling communicators. Examples of this practice can be done in any aspect of a child’s day. These methods are meant to prompt a student to communicate a want, need or protest. Ideally, students initiate communication upon reacting to the sabotage. If the target student does not respond to the environmental stimuli, a teacher can use an open ended question or statement to indirectly reference the sabotage. If this prompt fails to prompt the student to communicate, more direct questioning can be used to draw the student’s attention to the sabotage and then request communication from the student. Below are examples from different activities during the school day where sabotage can be used to initiate student communication.
\n-During a reading activity where all children are reading the same text, give the targeted student a book with pages missing. The teacher could spend more time talking about those pages to prompt a student to notify someone about their missing pages. If communication isn’t independently initiated by the student, the teacher could use open ended questions to prompt the student to communicate their problem with their book.
\n-During a physical education game, give the target student a ball that is heavily deflated compared to other balls used by students. If the student does not independently request a new ball, the teacher can prompt using a general statement or question such as “Your ball isn’t bouncing very high, why is that?”
\n-During a snack activity, give the target student a juice box with the straw missing. The student may explore ways to drink without the straw or initiate communication with an adult to get help. An open ended statement or question example could be “That’s a strange way to drink your juice…”
","userID":15652,"timestamp":"2017-05-31T19:27:19.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":544,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":238,"collectionID":118,"postID":9822,"quote":""}]}},{"starID":5846,"postID":9819,"userID":2018,"timestamp":"2017-06-18T18:03:45.503","Post":{"postID":9819,"title":"In view or out of reach","body":"Creating an environment where communicators can see items that they want or need but cannot access is a way to encourage initiation of communication. The students will then request when they want something that they cannot reach. In order to set up the environment in this way, place preferred items on higher shelves where students cannot reach, or withhold items during activities. This forces the students to ask for help or for the item when they themselves cannot get it.
","userID":14971,"timestamp":"2017-05-31T15:15:41.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":480,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":239,"collectionID":118,"postID":9819,"quote":""}]}},{"starID":5847,"postID":9833,"userID":2018,"timestamp":"2017-06-18T18:04:00.253","Post":{"postID":9833,"title":"Environmental Arrangement for Communication","body":"Environmental Arrangement for Communication:
\nTeaching students to communicate is all about arranging an environment where the student will WANT or NEED to communicate in order to get his or her agenda/intent met. We create situations where the student needs to use the target skill/communicate. As speech-language pathologists, we know that communication is not an activity we practice. It occurs all day long in a variety of natural contexts and settings.
\nCommunication begins with intent. Getting from intent to action is what is difficult for our students and students with multiple disabilities.
\nWe must begin with the understanding that expressive communication is a function of the child’s intent or what the child wants/needs.
\nWhy is arranging the environment so important? The physical and social structure can facilitate learning and social interactions.
","userID":15266,"timestamp":"2017-06-01T12:02:28.277","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1649,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":244,"collectionID":118,"postID":9833,"quote":""}]}},{"starID":5848,"postID":9936,"userID":2018,"timestamp":"2017-06-18T18:04:42.27","Post":{"postID":9936,"title":"Examples of Student Dedicated AAC Devices for Vocational Tasks","body":"Our school wide Student Learning Objective is our school developed literacy assessment. Our literacy assessment focuses on 25 core vocabulary words. As an SLP I support core vocabulary within my assigned classrooms, individually with my students, and their dedicated communication systems.
\nThree Student Examples:
Student 1)This student has a dedicated communication device (iPad with TouchChat app). She has limited mobility in her hands and is in a wheelchair. She has three different vocational jobs where she is paired with another student (job partner). Her goal is to guide a partner in solving a problem (i.e. Materials needed for a vocational job, directions needed to complete a step) by selecting an appropriate solution or directive using her communication device. Currently she is using a modified MultiChat 15 Adolescent user area.
Student 2)This particular student has a dedicated communication book. He uses the pull off cards to make simple requests and statements starting with “I want” and “I need”. His goal is to formulate a three word phrase using two picture icons and attaching them to the communication strip. First picture icon being “I want” or “I need”. Second picture icon being “eat”, “drink”, “help”, “more”, etc. He uses his communication book when in workshop doing vocational left to right box jobs. He asks for help (“I need” + “help”) and for more of an item (“I need” + “more”), and lets us know when he is finished (“I” + “Finished”).
Student 3)This student has a dedicated Tobii I-12 Eye Gaze device. He is non-ambulatory and is in a wheelchair. He has limited hand and arm mobility. He is using the Compass app with a modified version of the PODD 15+ School user area. His in-school job is to retrieve his teachers’ mail from her mailbox in the mailroom. His 6 step script is to 1) greet the ladies in the office (if feasible) “hello ladies”, 2) respond to greeting “I feel..”, 3) ask if his teacher has mail “does Gloria have mail?”, 4) If answer is yes, ask for help to retrieve mail “please help me get her mail”, 5) give the direction to go back to class “let’s go back to class”, 6) give the mail to his teacher “here’s your mail”, or inform her that there is no mail “no mail today”.
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
Ryan uses his AC device to work in the community. He goes to his home district to shred paper. Ryan communicates 3 different messages. #1- He greets the people in the office. #2- Asks if there is paper for shredding and #3- Thanks them. Those are the three messages in his AC device. When done asking different people for paper to shred in the office he proceeds to do his shredding job. He has enjoyed being out in the community and socializing.
","userID":3231,"timestamp":"2017-06-06T20:28:56.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":823,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":253,"collectionID":119,"postID":9961,"quote":""}]}},{"starID":5851,"postID":9815,"userID":2018,"timestamp":"2017-06-18T18:06:22.223","Post":{"postID":9815,"title":"“Your Words”: Bringing importance to AAC Device","body":"Many of our students with disabilities require Alternative Augmentative Communication (AAC) to communicate. This can come in a various forms such as picture book, PECS, switches, tablet with communication program, and Dynovox to name a few. To others in outside community the AAC appears to be just a photo or iPad, but for our students it is their VOICE. Without AAC our students may not have other appropriate means to express themselves.
\nWe want to empower our students to view their AAC as a respected way to communicate. Calling their AAC their “words” or “voice” may help students view their devices or PECS as communication. More importantly, others in the community may learn to respect students’ AAC as communication if we referred to the device as the students’ words or voice. Unfamiliar community members look at the device and only think of it as a typical iPad or a big red button not TouchChat or Big Mack. One step to changing the minds of others is changing what you call AAC.
Simply changing your language from “Use your device” to “Use your words” may cue others to know that the pictures, iPad, switch, etc. is how our students communicate. It is a small change we can make that may have a much larger impact.
When we work with our students in the community, often we need to prepare community members for interactions with our students. Whether it be asking them to communicate with the individual rather than a teacher, or explaining a student’s mode of communication, some brief training is necessary. Emphasizing my students’ independence is always of the utmost importance.
My class frequently works on community skills at fast food restaurants. While my students find a table and get their modes of communication ready, I go up to the counter and explain that I want the cashier to communicate with my students, not the staff with them. Many of my students use pictures to order their snacks, so I explain that they will be telling them what they want with a picture strip. One student has a voice output device. I let the cashier know that sometimes it’s hard to hear, and that there is a picture strip still that they can reference if necessary.
Educating community members helps them as much as it helps my students. Every positive experience with a stranger builds my student's confidence and encourages them to continue communicating out in the community.
","userID":15974,"timestamp":"2017-05-31T13:30:51.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1311,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":235,"collectionID":117,"postID":9816,"quote":""},{"collectionItemID":263,"collectionID":121,"postID":9816,"quote":""}]}},{"starID":5853,"postID":9817,"userID":2018,"timestamp":"2017-06-18T18:08:10.52","Post":{"postID":9817,"title":"Encouraging parents to model communication on the student's device","body":"If your son/daughter has an alternative and augmentative communication or AAC device it is important to know what to do with it and how to incorporate it in your everyday life. First, it is important for you to get familiar with the AAC device or system. Try to create sentences with it and hold conversations with your partner or a friend using your child’s AAC device. Once you are more familiar with the system, it is important for you to consistently speak to your child through their mode of communication. For them to be motivated to use their device they need to be exposed to other people modeling and using their device. As you are talking to your child push the buttons along with whatever you’re saying. It is important to encourage your child to attempt to use the AAC device even if their responses are not meaningful. Do not take away the device if they are exploring their language. Instead, expand off of their words to create conversations and model back to them with their device. In conclusion, it is important to get to know your son/daughters mode of communication, model the communication consistently, and expand off of the meaningful and non meaningful responses. It is all communication. It is ok to make mistakes in this process. This is all a learning process.
","userID":14982,"timestamp":"2017-05-31T13:54:15.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":879,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":236,"collectionID":117,"postID":9817,"quote":""}]}},{"starID":5854,"postID":9826,"userID":2018,"timestamp":"2017-06-18T18:08:33.003","Post":{"postID":9826,"title":"Peer to Peer Interaction with AAC","body":"As a teacher for students with multiple disabilities, encouraging peer to peer interactions can be a major challenge. I have found that many of my students prefer to communicate with staff rather than with their own peers. Students need to be presented highly structured opportunities in order to engage in purposeful interactions with each other.
During our morning meetings, I have students practice writing letters to one another using their language on their AAC device (Touch Chat for the majority of my students). They choose their communication partner on their device and write a message or a comment related to a picture. They will then engage in a communication exchange with one another where they read their message to their partner.
It is also equally important for our students to interact with their typically developed peers. Throughout the school year, I have had a local high school student come to my classroom 3 times a week as part of their teacher prep program. This high school student needed to be trained in how to communicate with our students. Your typical high school student has most likely never even heard of Touch Chat or other similar AAC programs. I had to train her in how to communicate using each students AAC device. Many typical peers may be too timid to interact with their peers with disabilities only because they do not know how to effectively communicate with them. The more they can be accustomed to the different types of communication devices that our students use, the better communicative exchanges can occur between our students with disabilities and their typical peers.
When using AAC in the community, I notice that communication partners look to me (or other person with the individual using AAC) instead of the person using the device. I try to use non-verbal and verbal cues to indicate that the student has an AAC device and would like to communicate a message but often times they still look towards me. Is this an issue others have as well and do you have any strategies for helping community members to honor AAC?
","userID":15357,"timestamp":"2017-05-31T19:41:14.687","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":543,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":241,"collectionID":117,"postID":9825,"quote":""}]}},{"starID":5856,"postID":9827,"userID":2018,"timestamp":"2017-06-18T18:09:30.927","Post":{"postID":9827,"title":"Educating our community partners on students use of AC devices out in the community","body":"Our utilization of Alternative communication devices within the community involve a 1 button switch that states either one of the following “I would like to order ____________” or “thank you” while at the cashier counter. When the cashier has questions relating to the use of our students use of AC device for communication, this presents an opportunity to educate those in the community on AC devices. We will usually share with the cashier that our students have already made the selections prior to arriving to the counter, we as staff will then program the AC device so our students can voice their desired menu item. As we frequent these establishments regularly, the staff people will become more accustomed to our students using technology for communication and open more opportunities for dialogue on AC devices. One idea that we have yet to implement would be to type out a basic informational sheet to share at restaurants on how our students use their AC device at home or in the school environment.
","userID":14967,"timestamp":"2017-05-31T20:30:57.123","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":780,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":245,"collectionID":117,"postID":9827,"quote":""}]}},{"starID":5936,"postID":15605,"userID":2018,"timestamp":"2018-05-15T19:37:34.313","Post":{"postID":15605,"title":"The Spectrum of CVI - Ranges and Phases","body":"It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. Similar to learning to read or write, it takes structured and strategy teaching, as well as plenty of time to practice!
A key question to consider is: what do I need to know as a parent and provider related to the different stages and phases of CVI? The best method to identifying your child's visual abilities is to make an appointment with a vision specialist to assess how their eye structures and functions are working (pediatric optometrist or pediatric ophthalmologist). Once they have been given corrective lenses or any other visually appropriate supports, it is then important to request an functional visual evaluation with a teacher for the visually impaired to best identify how your child is functionally using vision.
The book by Christine Roman-Lantzy (2018) is an invaluable resource to best understand the ranges and phases associated with cortical visual impairment. To summarize the difference between ranges and phases based on the information provided in Christine Roman-Lantzy’s book:
Range 1-10 - this is the scale that is completing through a functional vision assessment to determine what visual level the child is at to then strategically plan interventions that are appropriate to progress their visual abilities through the range of visual ability levels.
Phase I-III - these separate the visual range of abilities into three distinct areas to then identify the optimal supports to promote the child’s use of functional vision, the phases are useful in identifying where the child is at in their functional use of vision and to provide ample learning opportunities that help progress them to ultimately using their vision throughout all daily tasks and activities.
\nWithin the book by Christine Roman-Lantzy (2018), parents and providers are given specific intervention ideas based on the child’s phase with strategies to begin to incorporate vision for functional activities. For example, a child who does not regularly look at toys or objects would need specialized environmental supports and adaptations that encourage them to simply look at things. While a child who is consistently looking at objects and high contrast games on the iPad, would be encouraged to use their vision to activate a switch or look while playing with a bright toy in their hands.
The book by Christine Roman-Lantzy can be purchased on (click for link to book) AFB.org or BarnesandNoble.com and is an amazing resource for parents and professionals working with children with CVI to get a better understanding of the ranges/phases associated with each child's visual ability levels.
\n
Reference
\nRoman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.
","userID":46861,"timestamp":"2018-05-07T20:50:00.797","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":336,"collectionID":140,"postID":15605,"quote":"This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)"}]}},{"starID":5941,"postID":15853,"userID":2018,"timestamp":"2018-05-18T17:59:05.413","Post":{"postID":15853,"title":"Research Supports The Use Of Visuals In The Classroom","body":"Visual supports are an important tool for communication. In a 2006 article titled Learning Through Seeing and Doing; Visual Supports for Children with Autism, by Shaila Rao and Brenda Gagie, they outlined the benefits of using visual supports including:
· Allowing students to focus
· Making abstract concepts more visually concrete
· Bringing routine, structure, and sequence to an activity
· Reducing anxiety
· Serving as a tool to assist with transitions.
· Visual supports aide in the ability to teach social and academic skills as well as increase processing ability.
Roa and Gagie stated that visual supports can be utilized in the following ways:
· To support classroom rules.
· To support classroom directions.
Within the article they also touted the benefits of visual schedules saying they allow students to understand what is expected of them and when they are supposed to do it. They bring routine, structure, and sequence into the classroom. They encouraged ALL teachers to have a visual schedule of the day in a place ALL students can access.
Finally they spoke to and provided examples of visual supports that help students in comprehension and expression of language including:
· First –> then strips
· Picture Exchange Communication System (PECS)
· Core communication boards
Link to the Article Here:
https://www.kresa.org/cms/lib/...
","userID":42626,"timestamp":"2018-05-15T14:44:51.477","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1376,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":349,"collectionID":142,"postID":15853,"quote":"This article outlines why visual supports are beneficial to those with Autism. "}]}},{"starID":5942,"postID":15825,"userID":2018,"timestamp":"2018-05-18T17:59:13.363","Post":{"postID":15825,"title":"Movement - Attracting Visual Attention with CVI","body":"Post by Kayley McDonald, OTD doctoral candidate, and Deirdre McLaughlin, CF-SLP
The final characteristic of CVI is the idea of movement - children with CVI tend to be more visually attracted or drawn toward objects with a property of movement. This can be a bright ty that is being moved near their face, or a moving picture on an iPad App (example: Big Bang Pictures App), or pom-poms/Mylar gift bow with the illusion of movement due to reflective properties.
For all you “brainiacs” out there - there is a fascinating video and lecture done by Dr. Dutton on Perkins School for the Blind web-site related to the brain’s interpretation of movement and the peripheral neurons that are wired into our brain for protective mechanisms - http://www.perkinselearning.org/videos/webinar/understanding-what-children-cvi-see
Here is the link to the Big Bang Pictures App, which can be purchased on iTunes or App store for $19.99 that uses high contrast pictures and movement to attract the visual attention of children with CVI.
Below are examples of the visual supports used in the classrooms. The first picture is an example of a child's individual schedule for the day. Most the the children take each of their small pictures and match it to a bigger picture in a certain area. This is seen in the third and sixth picture of circle, bathroom, and wash hands. The second, fourth, and fifth photos are examples of communication boards used in the classroom (in Spanish and English) to help faciliate expression language and aide in language comprehension as well. The seventh photo depicts a visual schedule of an arrival routine. Finally the last is a daily schedule for the whole class. The teacher reviews it in the beginning, middle, and end of the day. She flips over the strip in front of the class as they talk about what is \"all done\".
","userID":42626,"timestamp":"2018-05-15T15:12:07.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":350,"collectionID":142,"postID":15854,"quote":"Visual Support Examples in the Classroom"}]}},{"starID":5944,"postID":15993,"userID":2018,"timestamp":"2018-05-18T18:44:53.897","Post":{"postID":15993,"title":"Core Vocabulary and Using the Communication Matrix to Write IEP goals","body":"This year the team has focused on using core vocabulary with our students with complex communication needs. We have had a weekly CORE communication group, in addition to posting the word of the week on the door so that everyone knows what we are working on. I was involved in a Professional Learning Community this year that focused on A Tiered Approach to Core Vocabulary Intervention. I was able to learn so many more strategies and ideas to use for the upcoming year. Also, I had been using the Communication Matrix with a few of my students. It was time to write IEP goals for one of my students and I wanted to figure out how to incorporate the areas of the Communication Matrix while using core vocabulary. Since the communication matrix was able to pinpoint areas my student needed to work on, I was able to come up with a few objectives, working towards the goal. The goal that I wrote was the following: By April 2019, D will use 1-2 words (i.e. want it, more eat, help me, you go, stop walk) to express a variety of communicative intents, given access to AAC System/Core Vocabulary, during structured activities in ¾ opportunities, given a visual/gesture prompt. The communicative intents that are going to be targeted in the objectives are commenting, rejection/refusal, and making choices (which were the areas that the Communication Matrix showed were either \"not used\" or \"emerging\"). I was happy that I was able to integrate both core vocabulary and the areas of the Communication Matrix in my IEP goal.
","userID":18707,"timestamp":"2018-05-17T14:15:10.11","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5951,"postID":16245,"userID":2018,"timestamp":"2018-05-22T21:02:34.56","Post":{"postID":16245,"title":"Active Learning & Navigating with CVI ","body":"Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Children are sponges - soaking up every bit of information in their environment, constantly learning unique features about the world around them.
A prominent researcher in the subject of visual conditions, Dutton (2006) reported that 40% of the brain is devoted to functions related to vision, therefore it is important to encourage your child to functionally use vision to explore and soak up information based on their ability levels. This happens by interacting, observing, and exploring the world around them.
One method is the “Active Learning Room” that can be easily made by families at home and adapted specifically for children with CVI by incorporating reflective objects and single colored toys. By searching different sites, such as Pinterest (see picture below of what comes up with search on Pinterest) or even just googling “Active learning room,” multiple images will come up giving parents an idea of how to make a little room for their child to play in that promotes their use of vision within a somewhat more controlled and visually appropriate environment.
One example can be found on the web-site Active Learning Space, “Using a Little Room” and it provides a picture of what a little room looks like with reflective toys/objects, as well as the benefits of having your child participate in active learning. There is a video at the bottom of the page of a little boy who is shown using a little room. There are also clear instructions and suggestions on different objects to use in a little room. Another example is a youtube video of a 9 month old child independently playing in little room! https://www.youtube.com/watch?v=BOn6E8C0kb0
Depending on the child’s motor abilities and visual skills, they may eventually receive services from an Orientation and Mobility (O&M) specialist to help them learn how to navigate different environments. One article that I can across was for a new cane that is specifically designed for children with visual impairments with specialized visual supports built into the cane. http://www.crainsnewyork.com/article/20180411/PHOTOFINISH/180419985/photo-finish-a-way-forward-for-toddlers-with-poor-eyesight
Reference:
Dutton, G. N., McKillop, E. C., & Saidkasimova, S. (2006). Visual problems as a result of brain damage in children. British Journal of Ophthalmology, 90(8), 932-933. doi: 10.1136/bjo.2006.095349
Post by Kayley McDonald, OTD Doctoral Candidate and Denee Kroeger, OTR/L
Parents are the specialist of their child - they are the front line of navigating through the different doctors, therapists, and other appointments that consume the daily life of their child. A child with complex conditions requires that parents provide even more time and energy to best support the specific needs of their child. Every healthcare professional provides insight and recommendations, piling on the to-do list and complex medical terminology for parents to learn and research. However, what does that mean in relation to daily life and how will it ever fit in? Parents feel compelled to do everything within their power, means, and knowledge to provide their child with ample opportunity to develop and live as full a childhood as possible.
One mom created a blog titled “CVI Momifesto” about her lived experience as a parent of a child with cortical visual impairment (CVI). Her posts are personal, practical, and give parents another parent’s perspective on navigating the different systems to best support the needs of their child.
This post is taken from this mom’s presentation at the recent conference at Perkin’s School for the Blind (May 2018). It stood out because of the very raw, real subjects that were expressed with words of encouragement laced throughout - “What Would I Want Someone To Say To Me?”
A fairly lengthy quote that stood out to me from this particular post speaks to the immense fatigue and challenges that consume the life of a parent with a child who has complex needs,
“You are numb, but somewhere in a tiny corner in your mind where your emotions are stuffed, you are scared that this is what your life is going to be from now on. That you will never have a solid night of sleep again. You are worried and so scared. There is so much you don’t understand. You want to scream. Or, more accurately, if you had enough energy you would seriously consider it. At times, you are stunned that you can produce that many tears. But, you are past that right now. You are aching to find a quiet hole to crawl into but your worry and your love wouldn’t let you rest even if you did.
HEY YOU. You will get through this. You won’t be the same. That can be a good thing. There are many of us who have gotten through this. We have stories to tell. And so will you.
You will be a more vulnerable yet tougher (if that makes sense) version of yourself. You will laugh louder and take yourself far less seriously. Years of living outside your comfort zone will give you the gift of not caring what other people think. (You may even start a blog! How crazy is that?)
You will find yourself filled with so much gratitude for the kindness and patience bestowed on you and your girl on a daily basis.
You will find yourself with far less patience for incompetence, below average medical staff, and uninspired teachers.
You will be startled by the haggard woman in the mirror from time to time, but you know she is doing the best that she can.”
This mom points out the weighty emotional fatigue and physical fatigue that often envelopes parents of a child with special needs, yet she also mentions that there are always those who are willing and wanting to help. There are many posts on her blog that eloquently speak to the very real struggles of a parent who has a child with special needs and offers words of encouragement.
CVI Momifesto https://cvimomifesto.com/2018/05/04/what-would-i-want-someone-to-say-to-me-early-connections-conference/
Post by Deirdre McLaughlin CF-SLP
One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: \"How to Become Batman\"
where Hanna Rosin and Alix Spiegel tell the story of a man who is blind but independently navigates his world using his other senses, primarily through \"echolocation\". He uses this method to ride bikes, hike, and even climb trees!
Beyond being an interesting account from an individual with vision impairment, the podcast also outlines the importance and powerful effect of providing individuals with disabilities the same opportunities as typically developing peers. If you need a good podcast, have a listen!
Link: https://www.npr.org/programs/i...
","userID":46861,"timestamp":"2018-05-27T02:25:53.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":361,"collectionID":140,"postID":16508,"quote":"Post by Deirdre McLaughlin CF-SLP\nAn interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!"},{"collectionItemID":362,"collectionID":144,"postID":16508,"quote":""}]}},{"starID":5958,"postID":16088,"userID":2018,"timestamp":"2018-05-31T20:01:35.453","Post":{"postID":16088,"title":"Preparing for the next steps of building an integrated approach","body":"As the school year ends and our team starts planning for next school year, I find it helpful to give some tips about what I learned about building an integrated approach for therapies within the special education environment.
This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:43:55.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":371,"collectionID":143,"postID":15711,"quote":"Colleen has given her insight from the high school level on how to build an integrated approach. "}]}},{"starID":5960,"postID":15710,"userID":2018,"timestamp":"2018-05-31T20:02:27.97","Post":{"postID":15710,"title":"Using Aug Com Across Contexts; Making It Fun Makes It Meaningful","body":"This academic year I have had the opportunity to work closely with transition-aged students who are non-verbal and have recently been introduced to high-tech augmentative communication via iPad and the communication app, Touch Chat. Each week we have an aug com group that practices language that can be used on a community based outing or a classroom activity that will occur the next day. Recently, we have been adding more fun to our group work. After reviewing pathways, we have races to see who can be the first to say \" ______\". When a student or staff member is absent, the students make a guess as to what that person is doing and where they are. They are asked to pick an action and a place. The next time they see this person they can ask them about where were they and what were they doing (e.g., 'Question. Yesterday you sleeping store?') This has made the students and staff laugh together. Students are fast to use their device to communicate. Students are having more experience initiating communication with their devices, having fun and it is exciting!
","userID":45026,"timestamp":"2018-05-09T19:17:50.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":775,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":372,"collectionID":143,"postID":15710,"quote":"This post relates to how to push into the classroom and how to model using AAC. "}]}},{"starID":5961,"postID":15649,"userID":2018,"timestamp":"2018-05-31T20:02:35.173","Post":{"postID":15649,"title":"Consistency is key!","body":"Being a teacher where all 6 of my students use communication devices can be overwhelming at times. In the beginning of the year all my students did not use their communication devices independently and needed alot of hand over hand assistance to participate in class. So as the assignments were being completed it would take awhile to get through the lessons because the paras and myself made sure that every student's voice was being heard. Now at this time of the year, the students are using their communication devices more and independently. They are able to navigate through the pages on their devices and participate in class. It's nice to see all my students sharing their answers in the classroom. It shows they are attending to lessons and learning is happening. Great job!!
","userID":40678,"timestamp":"2018-05-08T17:52:28.583","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":49,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5962,"postID":16721,"userID":2018,"timestamp":"2018-06-04T23:18:24.767","Post":{"postID":16721,"title":"Supportive Sabotage","body":"Communication partners manipulate the environment to create the need for individuals to communicate. Choose a motivating activity that will help to entice communication.
Ways to Sabotage: Incorrect itemMissing itemOmitted stepOut of reach/sight
Check out this handout from Caroline Musselwhite.
Coaching teams through implementation of AAC systems can be challenging. It can be difficult to know where to start. In this collection, we will share some of our favorite implementation resources.
NSSED’s Integrated Technology Website (https://sites.google.com/a/nss...)
http://praacticalaac.org/
Lauren Ender’s Pinterest
Saltillo’s Chat Corner (https://saltillo.com/chatcorne...)
Do you keep asking “WHAT?” when you don’t understand a student? Does the student keep saying the same thing over and over? Are you both frustrated?
If you answered YES, then you need a PLAN! A communication breakdown repair plan!
Having a plan for when a student’s communication breaks down helps both the student and the communication partner repair the conversation more efficiently by following an agreed upon set of repair strategies. So instead of the above scenario it could look like this:
\tStep 1: Repeat the message again slower.
\tStep 2: Use keyword(s) only
\tStep 3: Use a gesture/act it out
Step 4: Use your device to communicate the message
Make sure to involve the student as much as possible in creating the communication breakdown repair plan. Attaching the repair plan to the student’s device or in their area will help everyone stick to the plan! Also be sure to practice the strategies so when there is a true breakdown the student knows what to do!
Good implementation plans provide specific details of what the student is working on (i.e., the goal), when they have opportunities to work on it (i.e., activity/time of day), where it is occurring (i.e., environment), who is supporting it (i.e., skilled communication partners), and how it should be used (e.g., levels of support needed, response of communication partner). Implementation plans are dynamic documents that will change as the student’s abilities grow and change.
We find having teams create these plans for their students help keep everyone on track with implementing the student’s device throughout the day. Below is a sample of an implementation plan already filled out for a student as well as blank one for your use.
Ever have teams stress about not having specific vocabulary for each activity? Teach Descriptive Teaching!
The Descriptive Teaching Model is a strategy that teaches the concepts behind context specific vocabulary by using high-frequency, reusable, common words (sometimes referred to as core vocabulary words) (Van Tatenhove, 2009). The purpose of using this model is to allow students who use AAC to be creative using the words they have programmed to say what they need to say. This, in turn, allows students to be flexible communicators and have the ability to communicate about specific topics and events even when they don't have the exact words available to them.
Sprinkles = Little + color + candy
SuperBowl = Sunday + football + party
Check out the YouTube video to see Gail Van Tatenhove in action!
Individuals who use AAC often experience a mismatch between how information and language is presented (verbal speech) and how they are expected to express it (via AAC). Because of this, communication partners should provide input to AAC users by modeling language using the student's system.
When communication partners provide Aided Language Stimulation they:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]}},{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623","Post":{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n
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The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
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\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]}},{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627","Post":{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"
\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]}},{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127","Post":{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]}},{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313","Post":{"postID":17567,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
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\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
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\n-PBIS/Second\nStep programming
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\nRESULTS:
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\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
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\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
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\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
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\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]}},{"starID":6103,"postID":24444,"userID":2018,"timestamp":"2020-08-05T19:36:16.383","Post":{"postID":24444,"title":"Incorporating The Senses Into Communication and Play Development","body":"Now that the relationship and development of play and language skills has been discussed the focus will be on identification of practical sensory based materials/activities that can be incorporated with individuals with severe communication disabilities. The play ideas that will be shared are similar in that they can be used to target communication development, while providing multi-modality sensory input and provide leisure and enjoyment to our clients/family members. The language and vocabulary that can be introduced/targeted in this type of play is immense. Specific language goals would be created for appropriate goals (joint attention, object imitation, verbal imitation, appropriate scaffolding of message).
If the individual with severe communication impairments is demonstrating sensory seeking or sensory avoidance behaviors an evaluation and treatment with an occupational therapist (OT) may be appropriate. If an individual is demonstrating Sensory Dysfunction an OT can help identify the appropriate types of inputs that an individual will respond best to. Once sensory processing needs have been identified, language can begin to be incorporated with appropriate sensory based activities.
It is now time to revisit that individual that came to mind from Post 1. Think about what that individual does when left alone. How does that action/behavior relate to the senses? If the child is spinning, there is a vestibular input occurring, if the individual watches the same 3 second clip of a YouTube show that is filling the visual senses, etc. Those behaviors and preferences are often helpful to incorporate into play that will be motivating and engaging and encourage joint attention, imitation and communication of language exchanges.
The benefits of sensory based played are numerous. When an individual engages in play that has a sensory component included all seven senses and potential learning channels are engaged. Sensations that can be engaged in sensory based play include: touch, hearing, seeing, tasting, smelling, proprioception and vestibular input. Additionally, sensory based play allots an individual opportunities to stimulate social, emotional, cognitive and motor skills. If sensory input is not integrated purposefully and usefully, an individual may not able to respond consistently and in an adaptive and appropriate ways.
An individual that cannot integrate sights, sounds, and other sensory inputs that compete with those inputs is not able to respond to those inputs and produce an adaptive response, which is the basis of communication. Instead, individuals who do not take in or respond to sensory input adequately may develop:
• sensory sensitivities or sensory-seeking behaviors
• stereotypical behaviors and vocalizations
• abnormal body movements or awareness
• and/or atypical speech sounds and patterns.
Taking the aforementioned learning channels and sensory inputs into consideration, many times playing in traditional playscapes is difficult for individuals with severe communication disabilities. In these instances, bringing a piece of a place scape to a structured setting in a measured and controlled exposures may be beneficial. When sensory based play experiences are introduced in small play setting the possibility of core language expansion is immense. Natural joint attention, imitation and language skills such as labeling, describing, commenting and requesting for objects can occur. The targets for language develop related to the senses could include (and definitely not limited to):
Visual – First and foremost it is imperative to know the client, if CVI or other visual impairment modifications to materials will be essential.
Individuals with under responsive visual senses may: Seek to look at bright lights, watch objects that move (fans), flick objects close to their eyes.
Individuals with over responsive visual senses may: Avoid looking at pages with busy print/pictures, prefer shade or darker areas
Depending on the type of visual input an individual is seeking play targets may include “I spy” type tasks, lava lamps, blowing pinwheels and watching them spin, engaging in play with spinning gears or light up toys. When targeting visual play language targets may include:, bright, color(specific), shapes, shiny, old/new, etc.
Auditory- this sense requires an individual to be able to process, pitch, volume, tone and general sound localization. Again it is critical to know the client, be aware of any sensory sound sensitivity issues.
Individuals with under responsive auditory sensations may:Not react to sounds, may provide self-auditory stimulation, such as humming, placing vibrating objects next to their ears.
Individuals with over responsive auditory sensations may: Appear easily distracted or startled by outside noises, routinely cover their ears and have difficulty in noisy environments.
Play including auditory senses could include music, playing instruments of different pitches, signing, popping bubble wrap. Incorporating books with sounds or puzzles with sounds. Sample language targets such as: loud/quiet, squeaky, boom, cry, pop.
Tactile- Touch is how we often receive input about the world around us. It is important to know the client, and to know if there are specific sensory integration (SI) preferences related to touch (light/firm).
Individuals with under responsive tactile input may be noted by:Seeking/craving touch. Always touching objects, or craving messing/dirty play.
Individuals with over responsive tactile systems my present: Avoid messy play, not tolerating clothing seams or tags, may dislike having hair washed
Depending on the individuals tactile system, finger painting, water play, digging in beans/rice/rocks, textured books may be appropriate.
Language and vocabulary that would be appropriate models and targets could be: smooth, bumpy, wet, soft/hard, sticky, warm/cold, crunchy.
Taste/oral modulation– during infancy we all learn through mouthing objects and identifying textures (soft/lumpy) and taste.
Individuals with under-responsive oral modulation may be noted to: Overstuff their mouths, lick objects, constantly mouth and chew objects.
While over-responsive oral modulation may be noted by: Avoiding teeth brushing, hyper gag reflex.
Smell – This sense can be addressed in correlation with taste; as the senses of taste and smell are closely related.
Individuals demonstrating under-responsive taste and smell may exhibit: Putting all objects to their nose and sniffing, may prefer strong smells and tastes (sour, burnt, spicy, etc).
Individuals exhibiting over-responsive taste and smell may:Gag easily at food textures/smells, prefer bland taste and smelling foods.
If there are not food sensitivities or limitations concepts could be targeted in a simple cooking tasks, graded for individual abilities. Imitation of functional object use (stirring, scooping, and pouring) can also be target. Sample vocabulary may include: stinky, good, odor, pew, delicious, yucky, and burnt. Play may also involve tasting and vocabulary such as: salty, sweet, sour, yummy, yucky, delicious, spicy, bland.
Proprioceptive –is input that is typically organizing in nature and engages the muscles and provides input to the joints.
An individual exhibiting under-response proprioception may present by: Frequently seek jumping, pulling, crashing, they may appear to have a high pain tolerance. They may appear clumsy and seek tight/confined spaces.
Sample heavy play activities could include:
Pulling a wagon or pushing a grocery cart filled with heavy objects
Carrying heavy objects (phone book, watering can, chair, backpack with books, laundry basket filled with clothing)
Pulling/squeezing playdoh
Rough house play, pretend wrestling, making a sandwich of the individual between couch cushions or in a beanbag
Jumping on a trampoline or jumping and crashing into bean bag
Children’s games (skipping, hopping, hopscotch, jump rope, leap frog, kick ball, obstacle courses, tug of war)
Light touch activities:
• Playing in shaving cream with fingerprints
• Hiding puzzle pieces or other objects in sand, bean, rice, popcorn kernels, rocks, etc,
• Textured books
• Playdoh, floam, putty, clay
• Fidget toys, squeeze balls, tangle toy
• Explore different types of wash cloths while engaging in baby play (washing, diapering, etc)
Craft activities with tactile materials (cotton balls, grass, felt, pine cones, yarn, wax paper)
Sample vocabulary that may be incorporated with sensory activities include: light/firm, deep/shallow, tight/loose, hard/soft
Vestibular Input- the vestibular system is located in the inner ear and is the first sensory system to fully develop in utero. This system controls 60% of an individual’s balance. It also directly and indirectly impacts all an individual does.
An individual with under responsive vestibular seeking may be noted by: Excessively seeking movement, spinning for long periods without getting dizzy, craving to hang upside down, rocking back and forth.
While individuals with over-responsive vestibular systems maybe noted by: Fear of leafing their feet from the ground, does not like swinging/slides, spinning, and being disoriented after this type of moment. This individual may get car sick.
Sample play activities could include
Rocking in a chair
Swinging
Sit n spin
Mini trampoline
Nursery rhymes (Head, Shoulders, Knees and Toes, Hokey-Pokey, Row-Row-Row Your Boat, Monkeys Jumping On a Bed).
Pretending to be animals and hop, crawl, jump, sway, fly, etc.
Other sample play activities that could be incorporated include:
Mail tube with cars, balls, etc. Make tower out of blocks, empty bottles, empty cans, etc, send a car or ball down a mail tube and knock the tower down. Initially goals of protodeclarative and protoimparitive skills can be targeted (point to objects needed, guiding the partner’s hand to stack blocks). As the individual becomes more engaged can work on directions (higher/lower, taller/shorter, near/closer/farther).
Sensory tubs with beans, water, rice, etc can be utilized to target imitation of actions, digging for objects , patting the materials, scooping and pouring the objects. Play could expand to sorting objects into other sensory bins (water objects are put in water, farm animals into a bin of hay). Address animal sounds, object imitation with splashing/jumping/swimming/running, etc with animal manipulatives. ( Targets for vocabulary could include: I want/need/see, the, goes, in)
Music! This is such a motivator. There are endless possibilities to use music as leisure and work (direction following, imitation of gestures or instrument play, requesting, filling in missing verbal pieces).
Fill a pretend shopping cart or laundry basket with food objects from the home. Initially, the goal could be for the individual to point to objects of desire, or demonstrate a 3 point gaze shift. The goals can expand to labeling and imitation of the actions: push/wheel, put objects in the cart when paying, find items on a speech generating device, or on a picture board. If the individual is older and capable, targets could include simple math skills, paying for objects etc. This could be done with visual supports, speech generating devices, dry erase boards, etc.
Early motor imitation and functional play schemes can be addressed by feeding puppets with pretend Velcro food. Cut foods in half and put pieces back together incorrectly (half broccoli and half apple), and target cognitive concepts of yes/no, “is this correct”. Feed the puppet different foods, “I like it, I don’t like it” and have the puppet spit the food out. (it is silly, unexpected)
Sensory bins can be used to hide objects, picture cards, words, etc in the rocks, beans, waterbeads.. The individual then finds the pictures and could match the object to a picture, or label the object they found by using a speech generating devices, picture boards, or verbalization.
What do I hear soundtracks of household sounds. Download an environmental/home sounds app. Play a sound anything from appliances, to pet sounds. Again, this is usually an expected activity and novel and typically gains shared social reciprocity.
Sorting utensils (plastic) into a utensil tray (for increased sensory needs it would be possible to stick utensils in putty and pull out for resistance). Have the child label on device, aided language board, verbal model, then target object imitation by sorting the utensil to the correct location in utensil tray.
Wash a baby doll, request items needed such a s water, soap, and towel. Discuss what to wash next on baby (head, belly), incorporate ADL’s into activity. Typically the cold water, splashing water, rubbing wash clothes on hands, foam soap texture, awakens sensory and language can be targeted specific to activity needs (soap, towel, rinse, water, dry, (body parts), etc).
Place objects in a play mailbox and have the child open the mailbox for their “special delivery” could be any target/concept (puzzles, matching objects, labeling, direction following).
If the child is rocking back and forth incorporate a song such as row your boat. Hold hands and rock back and forth while singing, pause and don’t fill in words for 3-5 seconds to allow the client processing time to respond. These activities also target protoimperative and declarative as well as motor imitation.
To reiterate a theme from Post 1, who knew targeting play could be so complex? My sincere hope is that the posts in this series have demonstrated that the power and development of play is critical to the development of language. The best advice anyone can give is, remember play shouldn’t be serious, let the individual lead you through observing their sensory responses and most importantly “just have fun”.
Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
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learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}],"Posts1":[{"postID":3963,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4276,"title":"Object Representation Systems","body":"It is often very time consuming creating object representation systems. Whether using objects for visual, cognitive or language purposes, it is important to take into consideration during your assessment & implementation of an object system - what type of object is meaningful to your child/student. Please don't assume that a whole object or miniature is the way to go with everyone on the planet ;)\r\n For some people, it is a whole item that represents the same item, an action with that item, an emotion or other description, or even that object can represent a category of items. For some it may be a part to a whole (such as the handle from the toilet rather than a miniature toilet). For some it is a texture (such as sandpaper to represent the roughness of the bricks on your house or represents the category of buildings).\r\nIn any case, it can take a extensive amount of time to build up an object system. One source to take a look at are the Tangible Object Card Sets from Adaptivation Inc. \r\nhttp://www.adaptivation.com/product_detail.php?ID=194\r\nLori Dahlquist, a Speech Language Pathologist on the Adaptivation team, has written an article on \"Communication and the Use of Tangible Symbols\" that may be helpful in schools.\r\nhttp://www.adaptivation.com/uploads/documents/Communication%20and%20the%20use%20of%20tangible%20symbols_dahlquist.pdf ","userID":2018,"timestamp":"2015-02-07T11:15:22.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2043,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2149,"postID":4276,"userID":2023,"timestamp":"2015-02-09T11:35:59.103"}],"PostCollectionItems":[{"collectionItemID":307,"collectionID":137,"postID":4276,"quote":"Object Systems aren't always a whole item"}]},{"postID":4277,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":6,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4278,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4279,"title":"Music and AAC","body":"The Grammy Awards remind us of the importance of communication in all areas of life. These 2 videos of a young boy first telling his mom and then his grandma about the family band, and the videos will just delight you. He uses a communication system called PODD (Pragmatic Organization of Dynamic Displays) a language representation system that has both paper and electronic based options. In these videos you will see and hear this young boy \"tell\" about all the members of the family and which instruments they are to play. \r\nCallaghan 2 years 11 months navigates through multiple categories and branches of his 16 cell location PODD book to talk about his latest interest 'music'. If you've never experienced a PODD paper system, it's called a \"smart partner system\". Wherever the child points, the person with them provides the voice output; if they land on a cell that has a LINK, the adult changes the pages for them. His mother may be speaking out loud the symbols that he is pointing to, but it is certainly the story that he has to tell -his way!","userID":2018,"timestamp":"2015-02-08T21:58:34.547","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2148,"postID":4279,"userID":2023,"timestamp":"2015-02-09T11:24:04.117"}],"PostCollectionItems":[]},{"postID":4280,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4281,"title":"Demystifying AAC","body":"Ajit, one of the developers of the Avaz AAC app conducts a 55 minute webinar on the basics of AAC without it being about any particular AAC tool. He does a very nice presentation at describing the social need for communication, the differences between speech and language, and lays out what he calls \"the anatomy of a conversation\", which often makes communication so difficult for children on the autism spectrum.\r\n\r\nIf you have time to continue beyond the first 15 minutes in the webinar, you will learn about what therapists mean when they are talking about what children gain from having \"core vocabulary\" and having \"pragmatic vocabulary\" and \"content words/nouns\".\r\n\r\nContinuing on, he covers implementation strategies in AAC such as Aided Language Stimulation, Color Coding, Learn-ability of Symbols, Growing a System with your Child, and Motor Planning for Fluency. He pretty much hits all the topics of the today!\r\n\r\nAgain, what is nice about this webinar is that he is not \"selling\" his system, it is a solid one hour AAC introduction without \"bells and whistles\".","userID":2018,"timestamp":"2015-02-09T13:20:35.457","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":68,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4282,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4283,"title":"Communication, Literacy & Angelman Syndrome","body":"Erin Sheldon, a mother of a daughter with Angelman Syndrome and an educator with an MS in Literacy and Assistive Technology presents several sessions on literacy at home with children with Angelman Syndrome. According to a description from Erin, the focus is students with Angelman syndrome specifically, but it applies to any low-incidence students with significant disabilities and complex communication needs. The webinar will describe ways to create intensive exposure to emergent literacy opportunities and instruction in an inclusive setting. The webinars are free, archived and posted to the ASF's YouTube channel, topics like assessment and literacy IEP goals: https://www.youtube.com/playlist?list=PLihsTkrStCHYJ9qrF0efy5paO32m1JW--\r\n\r\n\r\n\r\nErin also comes together in a panel with Dr. Caroline Musslewhite and Dr. Gretchen Hanser to talk about the issues in Communication and Literacy for children with Angelman Syndrome. On this panel Erin's presentation was a general overview of the opportunity barriers and broad considerations for kids. Caroline focused on phonological awareness and Gretchen focused on writing. ","userID":2018,"timestamp":"2015-02-09T13:26:18.903","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2227,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2152,"postID":4283,"userID":2023,"timestamp":"2015-02-10T10:02:40.37"},{"starID":2159,"postID":4283,"userID":3233,"timestamp":"2015-02-11T13:50:20.553"},{"starID":6164,"postID":4283,"userID":284154,"timestamp":"2024-02-06T18:21:42.877"}],"PostCollectionItems":[{"collectionItemID":274,"collectionID":123,"postID":4283,"quote":"I'd like to add this post from Kelly Fonner as it features resources from two experts in emergent writing, Caroline Musselwhite and Gretchen Hanser. Additionally, emergent writing is an emergent literacy skill and all of these skills should be worked on at the same time!"}]},{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2150,"postID":4284,"userID":2023,"timestamp":"2015-02-10T08:42:38.4"},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07"}],"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]},{"postID":4285,"title":"Free Communication & AAC training at AbleNet University","body":"At AbleNet University, there is an opportunity to register for upcoming free webinars in aspects of communication at all 7 levels that are addressed in the Communication Matrix. The website is at\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nFor those who are interested in training for communicators at Communication Matrix Levels 1, 2, & 3 - you may be interested in the assessment, implementation & data collection strategies from CEP: Communication Enhancement Process that are represented across 3 webinars in the AbleNet University recorded: Communication section - AAC into the Classroom for Students with Significant Disabilities.\r\n\r\nFor those with individuals starting to use or inconsistently using AAC systems and are mostly at Communication Matrix Levels 4, 5, 6, & 7 - check out the 2 webinars that make up the ECT: Environmental Communication Training series. These are also in the AbleNet University recorded: Communication section.","userID":2018,"timestamp":"2015-02-09T13:43:52.807","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":127,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2157,"postID":4285,"userID":3154,"timestamp":"2015-02-10T14:13:47.05"}],"PostCollectionItems":[]},{"postID":4286,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4287,"title":"The Everybody Communicates Challenge","body":"In February 2015 AAC Consultant, Author & Developer, Pati King-Baun will initiating the \"Everyone Communicates Challenge\". Available to educators, SLPs, family members of children and teens with complex communication needs, Pati will be providing access to a communication system & 20 days of school based activities that support language learning. Sign-up will take place on\r\nhttp://creativecommunicating.com/creative-communicating/index.php/everyone-communicates/","userID":2018,"timestamp":"2015-02-09T13:47:14.13","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2151,"postID":4287,"userID":2023,"timestamp":"2015-02-10T10:02:20.933"},{"starID":2164,"postID":4287,"userID":3256,"timestamp":"2015-02-17T21:35:57.337"}],"PostCollectionItems":[]},{"postID":4293,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4294,"title":"Sequential Messages from a Single Switch","body":"For students who have difficulty with more than one activation point, but have more than one thing to say, as well as for those that you want to encourage continued conversations & \"chatting\" - try out one of the many options in sequential messaging. These products can be used for introducing multiple messages, social chatting, for initiating social interaction that is then carried out with other modalities/AAC strategies, and vocational scripting that includes expressive communication. \r\nSequential devices can also be a strategy that introduce new expressive communication to individuals and allows for the emphasis to be put on the social aspect of communication, rather than on the individual hunting for messages. Of course, this is not for all expressive needs, but for fast, new, or socially stressful situations, these tools may be something to consider as a part of a range of tools in someone's AAC system set.\r\nAttached are some images of products including light tech tools, apps, and handouts on implementation strategies for sequencing tools & messages.","userID":2018,"timestamp":"2015-02-10T22:45:38.697","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2174,"postID":4294,"userID":2023,"timestamp":"2015-02-23T12:14:48.5"}],"PostCollectionItems":[]},{"postID":4295,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4296,"title":"PSU Kids Website for Early Intervention & Communication","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1\r\n","userID":2018,"timestamp":"2015-02-10T23:16:40.127","posted":false,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4297,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4298,"title":"PSU Communication Supports for Infants & Toddlers","body":"Penn State University supports a website PSU Kids. This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: Infants, Toddlers, & Preschoolers. It provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders, Cerebral palsy, Down syndrome, and/or Multiple disabilities.\r\nStrategies and videos are organized in these 5 steps of intervention:\r\n 1. Identify meaningful contexts for communication.\r\n 2. Provide effective means to communicate.\r\n 3. Select appropriate vocabulary.\r\n 4. Set up the environment to support communication.\r\n 5. Use appropriate interaction strategies to support communication.\r\nHere's the website:\r\nhttp://aackids.psu.edu/index.php/page/show/id/1","userID":2018,"timestamp":"2015-02-11T01:11:29.37","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5298,"title":"Maya Finds Her Voice","body":"Follow these 2+ years of a video documented account of Maya, as a mother tells the journey of navigating augmentative & alternative communication from her daughter's 2nd to 5th birthdays. She will talk of the forward strides and the mis-steps, and share with you these examples through many videos that show a range of AAC options that helped to scaffold Maya to her current system. \r\nJust a note: While watching the videos - just be aware - that several of the videos put Maya in the position of having to \"perform\" with her current AAC system. \"show me this\"... \"tell me this\". but this is often what happens when one just turns on a camera to show what a kid can do with symbol cards, a device or an app; rather than just running the video during natural situations in the day which lend themselves to chatting. \r\nNone the less, you will see in a mere 10 minutes how 2 focused years can make all the difference! It does not just happen because you put an app infront of a child or when you just fly by the seat of your pants! A lot of planful work went into this child, both from the family, clinician and educators side. Well done Maya! Well done Mom!","userID":2018,"timestamp":"2015-02-11T23:03:29.137","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2006,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2161,"postID":5298,"userID":2023,"timestamp":"2015-02-13T15:12:38.373"}],"PostCollectionItems":[{"collectionItemID":329,"collectionID":138,"postID":5298,"quote":"In this post Kelly highlights a video that follows several years of a young girl, Maya, learning to use her AAC device."},{"collectionItemID":332,"collectionID":139,"postID":5298,"quote":"In this post, Kelly shares a video that follows several years of a young girl, Maya, learning to use her AAC device"}]},{"postID":5299,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5300,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5301,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5307,"title":"Mateo's Story of how Language + Literacy = Empowerment","body":"I must start out by saying that there are many stories that choke me up. I do not personally know this young man or his parents. His mother writes beautifully of the struggles and the rewards of their experiences with complex communication needs and the surrounding social impacts of navigating a desire to have \"true inclusion\" for her son both in school activities and in related activities, such as the track team. How much of every day is impacted by the ability for your child/student to communicate with others and for those unfamiliar with your child/student to be comfortable communicating with them. Sometimes that means going outside of your comfort zone, outside of the bubble of your protected \"known\" environment. It can be very difficult, and it can have huge rewards.\r\nI share this also from a family member perspective. My sister-in-law had Cerebral Palsy and communication struggles, especially in her 60s and 70s when seating, breath support and age started to take their toll on her body and voice. She used a communication board in those later years to communicate with unfamiliar partners and in her last years, with all of us, through her pointing & then through partner assisted scanning. It wasn't easy, but it was well worth it. Literacy was a huge important factor in her life. Reading kept her self motivated. It gave her topics to discuss with people. It helped to build friendships and work. I am so glad that people in her life always assumed she could without making her prove it first. In many ways growing up in the 40s and 50s was easier and also harder than it is now.\r\nSo back to Mateo - Read and see images of Mateo's story at Voices For All\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion/\r\nAnd see 9th grader, Mateo present to his school board about his experiences at a Literacy Camp - CampAlec\r\nhttps://voices4all.wordpress.com/2014/09/28/true-inclusion-2/\r\nIt does take work from many people, but it is worth it!","userID":2018,"timestamp":"2015-02-12T15:01:03.92","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":337,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2160,"postID":5307,"userID":2023,"timestamp":"2015-02-13T15:12:19.117"}],"PostCollectionItems":[]},{"postID":5308,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5309,"title":"Training through Rett University ","body":"\r\nThere is a new source of training for parents & providers of services to children with RETT Syndrome. Rett University is an e-learning platform specifically designed for educators and therapists of students with Rett Syndrome . Experienced professionals share their cutting-edge knowledge on how to support their students with Rett Syndrome and push them to their highest levels of academic, physical and personal achievement. Courses are designed to teach you how to:\r\n-help your student/child learn to read and write\r\n-develop real communication skills\r\n-learn strategies for sensory regulation\r\n-learn where to start when initially diagnosed to build communication and appropriate expectations\r\n-develop effective appropriate IEP goals\r\n\r\nRett University is brought to you by Girl Power 2 Cure in partnership with Susan Norwell and other well know advisers who specialize in literacy, language, movement, communication, & medical issues of individuals with Rett Syndrome . Together with Udemy.com, a leading e-learning company, this website has launched in the fall of 2014. Courses are added regularly and there is a newsletter to keep you informed. \r\n http://www.rett-u.org/","userID":2018,"timestamp":"2015-02-13T15:41:14.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2162,"postID":5309,"userID":3238,"timestamp":"2015-02-17T06:40:33.247"}],"PostCollectionItems":[]},{"postID":5310,"title":"Credits for Coursework through Home CEU Connection ","body":"This website provides opportunities to further your study on Beginning Communication, Assessment, Augmentative & Alternative Communication, Switch Access, Electronic Aides of Daily Living, & other issues & strategies that impact your knowledge & work with children & youth with complex communication needs. This website provides state & organization approved credit training for SLPs, OTs, OTAs, PTs, & PTAs in a variety of topics right in the comfort of your own home. \r\nFor topics that impact the population of students served in the context of the Communication Matrix, do searches for courses taught by Patricia Ourand, Michelle Lange, Kelly Fonner, and Cara Koscinski.\r\nhttps://www.homeceuconnection.com","userID":2018,"timestamp":"2015-02-15T15:49:12.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":973,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5311,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5312,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":40,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5313,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5318,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057"}],"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]},{"postID":5323,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5324,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5325,"title":"Summer Camp Experiences for Children & Youth with Complex Communication Needs","body":"There are a variety of options in Summer Camps for Children & Youth with CCN (Complex Communication Needs). Some camps focus on the communication experience, some on the basic summer camp experience, some on literacy, some on a little bit of everything. There are day camps and overnight camp options in several states, here are just 4 options:\r\nBuilding Bridges Camp & Training Institute - an experience for both campers & educators/practitioners, the 2015 dates are July 8-15. More information is at http://www.bridgeschool.org/outreach/camp/index.php\r\nAAC and Literacy Camps - 2 opportunities to Experience a week of Literacy Learning under the guidance of staff from the Center for Literacy & Disability Studies from the University of North Carolina - Chapel Hill & other professionals. Camp Courage is in Maple Lake, Minnesota (June 19-25, 2015) and Camp ALEC is in Grand Rapids, Michigan (August 8-15, 2015) http://www.med.unc.edu/ahs/clds/camp-alec\r\nI CAN TALK AAC SUMMER CAMP - Pittsburgh, PA - Dates are July 29 - August 1, 2015 - for the summer of 2-15 the theme is “UNDER THE MICROSCOPE http://www.icantalkclinic.com/2015-camp.html","userID":2018,"timestamp":"2015-02-20T01:49:20.7","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1089,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2169,"postID":5325,"userID":1012,"timestamp":"2015-02-20T10:15:43.207"}],"PostCollectionItems":[{"collectionItemID":73,"collectionID":60,"postID":5325,"quote":"Videos can tell the story of a camper and adults day so much more than words."}]},{"postID":5326,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5327,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5328,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5331,"title":"Babies with iPads","body":"There is a blog called \"Babies with iPads\" that was started in July 2010 and is written by a developmental/vision specialist for WV Birth to Three, who has been working with babies/toddlers with special needs since 1988. There are many guest bloggers who are parents of children with special needs who share their stories of how their own babies & children under 3 are using particular apps or how they have the iPad set up with accessibility options and creative solutions.\r\nThe blog host posts that the blog is designed to document infants/toddlers with disabilities using an iPad to promote their development and hopes to show how this technology can help children with disabilities develop their communication, play, pre-literacy, cognitive, visual/auditory and motor skills. There are many, many images, videos and descriptions of communication apps \"how-tos\", but also implementation ideas, & also results of young children gaining exposure early on in their development.\r\nYou can, as I have, spend hours of your time exploring these stories, and still not be 5 pages into this blog. You will also find video of children with some of the rarer syndromes, such as Cri du Chat Syndrome, that are also quantified here in the Shared Science section of the Communication Matrix Community. You will also find blogs dedicated to showing apps especially good for children with CVI, Cortical Vision Impairment.\r\nhttp://babieswithipads.blogspot.com/","userID":2018,"timestamp":"2015-02-20T14:24:02.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2173,"postID":5331,"userID":2023,"timestamp":"2015-02-23T12:10:53.257"}],"PostCollectionItems":[]},{"postID":5335,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5336,"title":"PECS®: Picture Exchange Communication System","body":"PECS® is a system often used with early augmentative communicators and has a training strategy that family and staff may or may not have had complete training on the process of the exchange as a communicative behavior. Sometimes it's only the staff that gets trained and families don't have the option of attending. In some cases, only professional staff attend, and yet it's the para-professionals that implement the process under the guidance of SLPs and/or teachers who may not realize that they've missed passing on some of the message behind moving through PECS® stages with fidelity. In too many cases, several of my colleagues and myself have witnessed, what we've referred to as \"mis-PECS®\" or \"PECS® gone wrong\" and people have turned a communicative act into \"work\", or worse, an opportunity to \"test\" or \"quiz' a student on what they know. COMMUNICATING is not QUIZ.\r\nSo here is an opportunity to catch up on what PECS® really is, without the long training. It is not a replacement of the full training. You will learn so much from the complete training; but in a pinch, here is Lori Frost, MS, CCC-SLP, co-developer of the Picture Exchange Communication System® (PECS®) and co-founder of Pyramid Educational Consultants, as she introduces the Picture Exchange Communication System (PECS). \r\nThis 48 minute video includes a synopsis (NOT a FULL TRAINING) of the 6 training phases of PECS®, a discussions of the myths and facts associated with PECS® as well as an overview of the research related to PECS®. *Please note this video is an overview only and is not intended as a training workshop. ","userID":2018,"timestamp":"2015-02-21T20:44:27.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":2026,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2172,"postID":5336,"userID":2023,"timestamp":"2015-02-23T12:10:35.63"}],"PostCollectionItems":[]},{"postID":5337,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5338,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5339,"title":"Real Look Autism Video Series","body":"www.reallookautism.com is a non-profit organization with a website and YouTube channel dedicated to supporting families and educators who have children & youth with autism. Paraphrasing from their information - The website will give you some great ideas for living with & working with children who have Autism Spectrum Disorders and also serve as a place to share your own insights....They attempt to present different therapies and strategies using video in a very focused and thoughtful way. They present these short edited video stories paired with an article on the same topic written by a parent or specialist…Or both!\r\nOn the YouTube Channel, there are over 13 videos; they refer to as \"episodes\". The topics cover communication, play, shopping, camping, art therapy, eating, emotions, and personal hygiene. And don't forget there is a paired story back on the website for every topic. \r\nThe communication topic is included in this post and here is a link to the article that goes along with the video. \r\nhttp://www.reallookautism.com/2012/01/communication-device/","userID":2018,"timestamp":"2015-02-23T10:10:31.26","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1726,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2171,"postID":5339,"userID":2023,"timestamp":"2015-02-23T12:09:51.877"}],"PostCollectionItems":[{"collectionItemID":316,"collectionID":138,"postID":5339,"quote":"In this post, Kelly introduces www.reallookautism.com as a website and YouTube channel that provides information for living and working with children with autism spectrum disorders. "}]},{"postID":5340,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":1,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5341,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5342,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5344,"title":"Does AAC impede natural speech? and other fears","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:46:22.15","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5345,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5346,"title":"Does AAC impede natural speech?and other fears.","body":"YAACK (Augmentative and Alternative Communication Connecting Young Kids) is a website dedicated to information gathered by Ruth Ballinger for a Master's Project at the University of Nebraska- Lincoln. Content on AAC is organized in 3 main sections. \r\n1) How to get started:gives background on AAC, lists specific organizations that provide support and assistance to children with AAC needs and their families, and offers suggestions on how to create and maintain an effective AAC team.\r\n2) Choosing an AAC system covers the AAC assessment, describes characteristics of and issues relating to the different AAC systems and devices that are in use today, and includes information on how to obtain a device\r\n3) Teaching offers both general tips as well as specific methods and techniques that have proven successful in teaching AAC and AAC-related skills to infants, toddlers and young children with different communication needs.\r\nhttp://aac.unl.edu/yaack/index.html\r\nSomething to recognize prior to visiting this website, but it shouldn't stop you from checking it out, is that the original date of the website is 1999 - however, some content has been updated since that original date. Just watch that some of the newer issues that impact the field of AAC, such as iPad/Tablets as a base tool, may not be addressed.\r\n**One of the most valued resources at this site is the article mentioned in the title of this posting - Does AAC impede natural speech?and other fears. This table includes a listing of these common fears that are expressed by parents and educators when the idea of bringing in an AAC tool is introduced. Especially the biggest myth, that children will never develop speech - this has been disproved in several research projects over the years, and yet, like any misunderstood topic, people continue to think that something that actually promotes development, does the opposite. Here are some of the research articles that debunk the myth. Along with the facts and practical solutions that go along with other myths such as \r\n-Introducing AAC reduces motivation for speech. (not true)\r\n-A young child is not ready for AAC. (not true)\r\n-A child with severe cognitive deficits cannot learn to use an AAC system. (not true)\r\n-AAC makes a child look abnormal (not true)\r\nThese and other myths are documented with the research article citation, the facts from the research, and the practical solutions from that research along with links to other parts of the website that may add more resources for that solution.\r\nThis page is downloaded for your here, but also if you link to the webpage here, you will be hyperlinked throughout the website to the citations for the research articles.\r\nhttp://aac.unl.edu/yaack/b2.html","userID":2018,"timestamp":"2015-02-23T15:53:37.537","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"common concerns from families and staff","show":true,"views":2059,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2175,"postID":5346,"userID":2023,"timestamp":"2015-02-25T10:07:08.41"},{"starID":2176,"postID":5346,"userID":9043,"timestamp":"2015-02-25T10:07:55.187"},{"starID":2178,"postID":5346,"userID":3256,"timestamp":"2015-02-25T21:56:22.67"}],"PostCollectionItems":[]},{"postID":5347,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5362,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5363,"title":"Teaching Learners with Multiple Needs","body":"Teaching Learners with Multiple Needs is a website & blog by Special Educator & Assistive Technology Specialist, Kate Ahern. Kate has been posting information on educating students with severe disabilities since 2006, including students with Rett Syndrome and Autism. She includes Communication strategies and information on AAC Dynamic Displays that are both in Devices and Static, Increasing speech through AAC use, Photos and Symbols, and Eye Gaze. Her Periodic Table for AAC is attached to this post.\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/\r\nIn addition to the Communication strategies, she also has related content on hard to find information such as Clothing for students with severe disabilities, Swimming, Switches, Paraprofessional Resources, iPad Apps & Software Recommendations, Alternate formats for books and stories and other literacy strategies.","userID":2018,"timestamp":"2015-03-01T09:55:18.07","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This blog contains a wealth of information specific to Rett Syndrome but also related to AAC in general. Check it out!","show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5364,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5384,"title":"AAC in Early Childhood","body":"Dr. Rae Sonnenmeier of the Institute on Disability at the University of New Hampshire discusses reasons why it is important to support the use of AAC in the early childhood environment. She introduces a 5-step process for developing communication through AAC. And she includes research findings on Early Childhood use of AAC.\r\nhttps://vimeo.com/91725812\r\nThe webinar is a recorded 45 minutes long and includes demonstrations from current AAC technologies including AAC apps.","userID":2018,"timestamp":"2015-03-10T17:06:19.337","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5385,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5387,"title":"Every Move Counts Assessment and Intervention","body":"Every Move Counts is a Sensory based Communication Assessment and Intervention Planning Process. Used by therapists and educators who have received training by some of the authors, Jane Korsten and Terry Foss, staff & families introduce a wide variety of sensory-related stimuli systematically to a child and observe, often through video of their reactions, from slight or very noticeable. These movements of a child's eyes, body or hands, towards or away from the item that created a sound, or light source or vibration, are noted as communicative and potential options to build upon augmentative or alternative strategies for communication. Data collection is a well organized part of the assessment and intervention planning.\r\nAt the Every Move Counts website, you can find information on the strategies through video, articles and other downloads. You can also order the complete book that teaches all of the strategies and find out about workshops on the topic of developing communication through sensory techniques.","userID":2018,"timestamp":"2015-03-13T22:35:39.307","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":17642,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":12,"collectionID":1,"postID":5387,"quote":"This instrument is appropriate for individuals with severe/multiple disabilities and sensory impairments."}]},{"postID":5388,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5389,"title":"Emergent Communicators - If You Listen, You Will Hear Us","body":"There is a 10 minute video that communicate in images so much of what many of try to get across when describing the extreme importance of creating opportunities for expressive communication for individuals who are emergent communicators. This video was filmed in 2013 by the Leicester and Leicestershire Learning Disability Partnership Boards along with frontline staff, carers and people with learning disabilities themselves. . The videos were done at the Hastings Road Day Centre, Leicester, and Glebe House, Loughborough, England. \r\nThe video was created to demonstrate alternative styles of communication to those that may be unfamiliar with individuals who have complex disabilities and communicate in sensory and behavioral ways. There is a nice explanation, images and video of \"Communication Passports\". The intervention of having descriptive books with pictures that describe the person, their likes, dislikes, family members, conversation patterns, social topics and all things that have to do with their communication. For those of you that work with teens and young adults, this will be a nice viewing, because so much of what we see in video is of young children in the emergent communication levels. This video of young and older adults communicating through sensory based techniques is encouraging and of course we are all ready for each and every one to take the next step on the communication ladder! Everyone just needs to be given opportunity, good models of expressive communication and of course, truly expectant and engaging partners.\r\n\r\nFrom the website - \"People with PMLD (Profound & Multiple Learning Disabilities - a term used in the U.K.) have severely limited understanding and often have more than one disability, such as problems with seeing, hearing and movement. They may also have other conditions such as epilepsy or autism. This all means that patients will have complex health needs, great difficulty communicating and sometimes challenging behaviour. The guidelines cover the need to value all ways of communicating, the fact that everyone communicates, how a very personalised approach is needed for people with PMLD, how gaining views may take a long time and some educated guess work along the way, and that family carers know their relative the best and are the experts. It's about building a long-term picture of what people PMLD like and dislike and what their wishes are. \"","userID":2018,"timestamp":"2015-03-14T01:16:52.957","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3181,"postID":5389,"userID":2023,"timestamp":"2015-03-20T09:02:48.623"}],"PostCollectionItems":[]},{"postID":5390,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5391,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5392,"title":"Autism & AAC Apps: Evaluating Your Options Workshop","body":"AAC Institute along with ICAN Talk Clinic’s staff is offering a 1.5-day workshop for attendees to learn about and interact with communication apps on iPads or other mobile technologies designed for individuals with autism spectrum disorder. This workshop is being offered by the AAC Institute as part of their professional continuing education program. Attendees have the option to earn continuing education units required for professional development.\r\nMay 7&8/2015\r\nhttp://www.icantalkclinic.com/autismaac-app-workshop.html\r\nDay 1: After the morning presentation by Katya Hill, Ph.D., CCC-SLP, Executive Director of AACI of evidence-based research on AAC apps, strategies and resources to support identifying app features and the matching persons with technology process, attendees will head to each of four (4) participating App company classrooms for 1.5 hour rotating sessions. The sessions will provide hands-on training to become familiar with the featured communication App(s) and intervention resources offered to support App users with autism and their teams. \r\n\r\nThe four participating AAC app companies with classrooms can create a learning environment that represents their products, supports and services. Also, Day 1 includes an Exhibitor walk-about during lunchtime and afternoon demonstrations in the ballroom where other companies will be demonstrating their Apps, resources and products. Day 1 concludes with a “happy hour” informal networking opportunity for attendees, company representatives and exhibitors. \r\n\r\nDay 2: After breakfast attendees go to their final concurrent classroom training session. After the morning break, all will gather for a panel discussion with the concurrent classroom App representatives and a wrap-up Q&A. App companies are free to stay in their classrooms once the main conference is adjourned for any scheduled 1:1 meetings they may wish to schedule. Attendees will leave the workshop fully informed and able to identify AAC App options for a person with autism.","userID":2018,"timestamp":"2015-03-15T09:51:09.19","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5393,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5394,"title":"Prompting Strategies","body":"There are many practices, strategies, researched methods and opinions on prompting strategies. Prompting is a strategy utilized in implementing communication interventions with children in all the levels of Communication Matrix.\r\n Too often when an adult is excited about getting their child or student to use an AAC app or Big Mack, or any AAC device, they give simple commands such as \"hit the switch\" or \"press this\". When doing so, all the child is learning is to follow directions - they are not learning the \"why\" they are to talk with this device or \"why they are saying this particular message\". They are just doing what someone told them to do. And when the situation occurs again, they are dependent upon that adult telling them , or showing them what to do again.. and thus, the prompt dependency cycle begins.\r\nIt needs to be recognized that prompting for communication can differ greatly than prompting for response to instructional questions or task oriented activities. In communication interactions multiple factors occur. It is more than the saying of a message, when it is by speech, or the pressing of key on a single button device, or a multi-key communication device or iPad app. There are social, linguistic, and strategic factors in communication. If the student is using a device or app, there are also operational factors. The pragmatics of the communication interaction that influence the communication intent are always in play during communication. So, talking to someone is not as simple as \"hit the switch\". These skills are not to be overlooked when teaching a child to interact utilizing AAC strategies, and need to be accounted for when considering what type of prompting you are to use with your student when training them to communicate.\r\nWhen we use thoughtful, environmentally based cues prior to the communication and communication based prompts that connect the student back to the communication intent after the they were expected to communicate, prompt dependency is less likely to develop. Least -to-Most strategies are connected to this type of prompting. Where full models are the last in the hierarchy, rather than starting with a full model and fading.\r\nHere are some supportive websites and documents to key you in on prompting strategies\r\nFrom I Can Talk website - Prompting Strategies\r\nhttp://www.icantalkclinic.com/aaction-points/aac-prompting-strategies\r\nFrom Every Move Counts - Prompting - A Cautionary Tale\r\nhttp://www.everymovecounts.net/articles.html","userID":2018,"timestamp":"2015-03-15T10:31:45.273","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":6536,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":401,"collectionID":154,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies. "},{"collectionItemID":405,"collectionID":155,"postID":5394,"quote":"In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies."}]},{"postID":5395,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5397,"title":"Building Personalized Participation Packages","body":"There is a free 45 minute webinar on Building Personalized Participation Packages by Presenter, Terry Wendorf, available at the Ablenet University website for anyone to watch at whatever time is convenient for you.\r\nhttp://www.ablenetinc.com/AbleNet-University\r\nThe description from the website: In this webinar, we will look at designing personalized learning packages that can increase participation for students with complex communication needs and/or severe multiple disabilities. Key equipment that will be incorporated into the participation packages will include the AbleNet PowerLink, the All-Turn-It Spinner, and dedicated speech generating devices such as the Step-by-Step. This is a \"DIY\" guide to creating your own participation/learning packages for your individual students/clients that will increase communication opportunities and physical participation.","userID":2018,"timestamp":"2015-03-17T16:48:16.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":399,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5398,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5425,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5431,"title":"Supports for Goal Writing for students with Communication Systems","body":"Kate Ahern has posted on the QIAT (Quality Indicators of Assistive Technology Services www.QIAT.org) List information on how she writes goals for her students who have communication systems. Here is the passage from her posting on that list with a link to her website and an article at the end.\r\n--from the list--\r\n\"Well for the student I describe - using a PODD 15+ on an iPad as an emergent communicator (background age 12, Angelman Syndrome, in an ABA school doings symbol based choice making between jelly bean and gummy bear but using her talker at home to do much more) I would like her goals to be:\r\nLanguage Benchmark: Given her talker and decreasing verbal cues from baseline, S will combine a noun/verb or verb/noun to request (want drink), answer questions (she go) or describe (I like) 15 times per day with 75% independence\"\r\nOperational Goal:\r\nGiven her talker with a carry strap S will bring her talker with her when moving from room to room without cues 85% of the time. \r\nSocial Goal:\r\nGiven her talker and modeling by adults and peers, S will respond to common social questions in a logical/understandable manner in context at least 3x per day with 75% accuracy and independence. \r\nStrategic Benchmark:\r\nGiven visual cues, modeling and her talker, S will tell her communication partner when they do no understand her message in 50% of communication breakdowns. \r\nSelf-Advocacy:\r\nGiven her completed visual schedule and her talker, S will accurately retell at least two events from her day with 75% independence. \r\nYou can read more about how I write AAC goals here: http://teachinglearnerswithmultipleneeds.blogspot.com/2014/04/meaningful-and-evidence-based-goals.html?m=1\"\r\n\r\nFor more information on PODD and PODD training in the US and Canada\r\nwww.PODDUSA.com","userID":2018,"timestamp":"2015-04-08T14:54:44.02","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1970,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3184,"postID":5431,"userID":2023,"timestamp":"2015-04-09T10:00:15.083"}],"PostCollectionItems":[]},{"postID":5432,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5499,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5537,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5538,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5548,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913"},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627"}],"PostCollectionItems":[]},{"postID":5550,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5551,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5552,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5553,"title":"Using information from Communication Matrix in the Classroom","body":"Consider using the information that you know about your students from the communication matrix when organizing groups. They can be organized into small or large group activities with like communicators or with communicators that have a variety of skills that can provide models for one another. Here is a form that can be used to provide an overview of the information that you have from the matrix.\r\n\r\nOn the form students are listed, marked by major level of the matrix, their main modality of communication is listed and other identifiers. Having all of this information in a one place overview can be helpful for quick planning.","userID":2018,"timestamp":"2015-06-02T23:29:53.28","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":329,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5554,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187"},{"starID":4390,"postID":5556,"userID":3256,"timestamp":"2015-12-03T11:15:30.657"}],"PostCollectionItems":[]},{"postID":5557,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6577,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6578,"title":"AAC supports for teachers","body":"Miami-Dade County Public school system has shared a resource that they have created for their teachers. It is for everyone to know how to most effectively use AAC tools that are in their classrooms, as well as the strategies that support the development of communication. They describe it well to staff as \"No AAC device or picture communication system stands alone. Just as children need interaction and reinforcement from adults to learn to speak, they will need the same attention to learn to use AAC. It is helpful to think of learning to use AAC as learning a new language.\"\r\nStrategies are put into these major categories, that are lessons from research and best practices.\r\n1) Use the daily routine as a framework\r\n2) Use motivating messages\r\n3) Model use of AAC\r\n4) Give cues and wait time\r\n5) Practice the prompt hierarchy\r\n6) Build empowerment, initiative and ownership \r\n7) Provide feedback\r\n8) Sabotage\r\n9) Keep materials accessible\r\n10) Use symbol system\r\nThe full set of information can be found at this website: http://prekese.dadeschools.net/AdaptationStation/aac.html#model","userID":2018,"timestamp":"2015-06-19T22:07:10.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1631,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":266,"collectionID":121,"postID":6578,"quote":""}]},{"postID":6579,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6580,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6581,"title":"Commercial Tangible Systems","body":"Creating Tangible systems can be time consuming. Often teams are creating each item individually rather than thinking of each item/word as a message in a larger language system. There are several tangible or object systems that have a common structure to them that you may want to investigate.\r\nAdaptivation - Tangible Object Cards http://www.adaptivation.com/product_detail.php?ID=194\r\nAttainment Company now has a Tactile Talk Tool Kit for the GoTalk Now App http://www.attainmentcompany.com/tactiletalk-toolkit\r\nBritteny Asher Consulting has a system called the LORAC http://www.brittenyasherconsulting.com/products/shop/\r\nFrom the American Printing House for the Blind - 2 products: STACS: Standardized Tactile Augmentative Communication Symbols Kit & Tactile Connections Kit: Symbols for Communication http://shop.aph.org/webapp/wcs/stores/\r\nfrom the Texas School for the Blind & Visually Impaired, a free resource on creating and their system, a Tactile Symbols Directory. At their website they also have pictures of each symbol in the directory and a video explaining the system. http://www.tsbvi.edu/tactile-symbols#ACTIONS\r\nFor Displaying, Sorting & Mounting these objects, look to the velcro boards & displays from Augmentative Resources. They have many creative portable carrying cases and table top mounts for you to use to present these types of symbols for communication, a behavior chart or schedule display. http://www.augresources.com/\r\n\r\nFor more information on Tangible Symbol Systems, Design To Learn has books and a video describing Tangible symbols as two- and three-dimensional objects used as symbols by individuals who have difficulty understanding abstract symbols such as speech, manual sign language or other abstract symbols. These products describe instructional strategies appropriate for a broad range of learners of all ages who need a conceptually concrete symbol system. http://www.designtolearn.com/products/tangible_symbol_systems\r\n","userID":2018,"timestamp":"2015-06-19T23:26:17.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3098,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":302,"collectionID":137,"postID":6581,"quote":"Commercial Tangible/Object Symbol Systems can save time and add consistency"}]},{"postID":6582,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6583,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6584,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6740,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4281,"postID":6741,"userID":6428,"timestamp":"2015-10-05T09:26:40.287"},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857"},{"starID":4388,"postID":6741,"userID":5388,"timestamp":"2015-12-03T11:07:17.68"}],"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]},{"postID":6742,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6743,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6756,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6777,"title":"","body":"","userID":2018,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6778,"title":"International AAC Month Campaign 2015 – October","body":"The Power of Connection – A voice for all . . . a voice of one’s choice . . .
learning to listen in new ways . . . communication equality
The AAC consumer led group ACOLUG (Augmentative Communicators OnLine Users Group) are preparing to mark the 7th year of the AAC Month to feature a 28-hour (!) chat on October 14 and 24 (see below for details). This invitation is from their list. At the bottom of this email, you will find a # invitation (please do recognize that this is a consumer led list, with adult consumer perspectives and opinions). They are organized to help each other and get their message out to new AAC consumers, their families and the general public. They are not organized so that they can be quizzed or researched by educators or therapists - if that is your role & you are interested in this organization - my recommendation would be to join, listen, and learn. Otherwise, and this is just my warning from watching it happen, you will be dealt with directly, because teaching teachers and SLPs is not the purpose of their organization - there are other places where we go to learn.
-----------------------------------------------------
International AAC Month Campaign 2015 – October
The Power of Connection – A voice for all . . . a voice of one’s choice . . . learning to listen in new ways . . . communication equality
We hope that you will join us to focus the world’s attention on the need for access to other ways to communicate (called AAC) and literacy for people who have difficulty speaking effectively.
During October, the AAC Month task force will share information and resources here on our Facebook page (International AAC Awareness Month) and on Twitter (AACawareness) and we hope that you will, too! The sixth annual 24-hour online AAC Chat / “Read-a-Thon” on Skype, Facebook and Twitter will be held We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT.
Send inquiries or submit information on any events that you wish for us to promote to JBergers1987@gmail.com or judybailey@aol.com or post on Facebook.
Here are some ideas for events and activities:
Ideas for local events and activities:
• Work together with people who use AAC to share information, to organize and conduct training and events (festival, fair, seminar, AAC book or poetry reading, Silent Tea or Coffee Break, AAC quiz, communication technology expo)
• Link new AAC users with experienced AAC users for mentoring
• Invite speakers who use AAC to share their stories; arrange a poetry reading or AAC-led singalong
• Host a film on AAC with discussion afterward including people who use AAC
• Sponsor a public reading of the Communication Bill of Rights (and film it to share)
• Plan a Power of Communication Relay and information fair to raise funds for communication devices – See Faye Warren’s video:http://www.youtube.com/
Ideas for online participation:
• Share resources, information and links on our Facebook page on posted topics (learning about AAC, websites, blogs, videos, books, technology, history of AAC, training opportunities, signs or promotional items, quotes, AAC and various conditions, literacy and AAC, communication partners and allies, and many more) – check our Facebook page often to read and contribute!
• Post or publish writings, blogs, and videos about AAC and the power of connection by people who communicate using AAC, parents of individuals who use AAC, or professionals writing about their experiences. Encourage people who use AAC to share their stories.
• Participate in the 7th Annual 24-Hour AAC Chat on Skype, Facebook and Twitter beginning on We will kick things off with a short chat on Wednesday, October 14, from 1:00-5:00 p.m. Eastern Daylight Time USA (EDT). Then the full continuous 24-Hour Chat begins on October 24 at 8:00 a.m. EDT (USA) and continues for 24(!) hours, ending October 25 at 8:00 a.m. EDT post, read, share on International AAC Month Facebook page; post, read, share tweets on Twitter (Twitter hashtag (#AACChat).
Contact: JBergers1987@gmail.com or judybailey@aol.com
Facebook: International AAC Awareness Month
Twitter: #?AACAwareness
Justin's AAC Month Website: http://aacmonth.webs.
Twitter hashtag for 24 Hour Chat: #AACchat
Blog: link to be announced later
When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarrassing stories are told, and sometimes the person and I have no shared history, and they begin reading from their edited version of the website's narrative. What I am listening for is - do they tell the audience that I began my career as a paraprofessional? or as a para-educator, teaching assistant, or whatever the terminology is in their agency or school setting? Sometimes they totally skip over that portion of my work career and I try at some point in the presentation to work it into the dialog. I may even fit it in that I really began my work with individuals with disabilities in the summer of 7th grade when I started as a camp counselor for Easter Seals. I also try to distinguish between my working life with individuals with disabilities; in my immediate and extended family there have always been individuals with disabilities that I've grown up with at the table, at holidays, how do you get from one place to another in the mall? on vacation? and at who's speed? what happens when not everyone in the family wants to be in the family picture? well, we learn to tell all the auntie and uncles, that's okay... I digress.
I find that it's an important viewpoint where we start our connection to individuals with complex communication needs. It impacts our perspective as we move forward in our career. And every experience adds to that perspective. And in this area of working with children and young adults with complex communication needs, starting your career life out as a one-on-one aide, para, or \"whatever they want to call you\", often leaves you in an in-between place of knowing more in many aspects of what is going on with your child/student; sometimes even more about the technology than the professionals that are on that same child's team. It can be an awkward place, a and a lonely place to be. Paraprofessionals are often connected to one student, a small group or one classroom of students, so they have a strong connection to that set of students. As everyone else, we learn \"our ways\" of doing things that get children/students through the day as successfully as possible. And altering any established pattern for anyone, adult or child, can be difficult, if not traumatic, depending upon how much time and energy, effort and yes, caring and love has been put into setting up that routine or pattern of doing things.
As a paraprofessional I took great pride in learning the small ways, the subtitle ways of how my students communicated. Because myself and the other paras were the ones getting the kids off the buses, or out of their parents' vans, their parents were communicating messages directly to me, and I was able to ask clarifying questions. for example... \"When he flaps his hand over to the left, what does that mean? he does it a lot when we are on the floor.\" And that parent might say, \"Oh, he does that when he would rather be up in his wheelchair than on the floor where it's harder to move around on his own.\" In my role as a para, I was finding this out so that I could help them better when it seemed as though they were uncomfortable or unhappy; sometimes anything to stop a crying outburst. I often didn't realize that this was information that the professional team would find valuable as well. And, if the SLP or someone would suggest that I have that student tell me \"I want wheelchair\" in another way (such as using a device or passing a symbol, etc) I'm sure I was saying to them, \"no, that's okay, all he has to do is flap his hand and I go get his chair - it's easier that way.\" I understand him, he doesn't need that machine with me. ((Lightbulb moment))
For me, it was much better when the teacher or SLP didn't just tell me what to do and then hand me the assistive technology item and walk away. If they had a new AAC strategy to try, they would sit beside or behind me with my student and talk me through using it, or they would have started to use that device, or symbol, or low tech item in their practice with the child, so I could see what they were expecting. I could then see what they were doing and how the child/student responded with them in various situations. As I began my career as a Special Education Teacher and then as an Instructional Technology staff person, and later as an Assistive Technology consultant, I tried not to become a part of what I had once called \"the Drop-and-Run-Gang\". I had always thought that it was interesting that as the parapro here I was with a \"lesser\" position and yet, I was the one having to figure out how to make all the technology work for my student(s). In my job today, I try to remember that as I go into other people's classrooms and see that ParaEducator or One-on-One who is getting handed the new technology gadget that someone else decided to buy, probably without any input from them.
No, it isn't all that bad - there are great teams that fully include their parapros out there. it's about perspective. One of the best statements I've heard along my path in educating adults is \"Our Beliefs are Interpretations of our own Experiences; if you want to Change or Alter in any way someone's Beliefs, you have to First Alter their Experience, you can't just Tell them about it.\"
It's not an exact quote, and I can't remember the source... someone will be better than I on Google and find it - I just keep running into websites that want to sell me books about my consciousness....But, this is why so much of the training that I do is helping people through planning for implementation and then supporting those same people through it. Sometimes what you need to know is just longer than a one hour webinar; and it isn't sitting down for a full day workshop either...
In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet company's website, so the relationship between the two people are unknown to me, maybe you know them, but I'm going to use this as an opportunity to try to have an online discussion about support roles.
If these people are a teen and the coach at the school, the ParaProfessional (or other team member) has done a great job at setting up the technology for this interaction to take place. Possibly that ParaPro is off to the side acting in the role of what some call the Communication Facilitator; please don't confuse that with the process of Facilitated Communication. In the role of Communication Facilitator, we are not an active communication partner. Instead, we are at the ready during an interaction that is taking place between a student that we may be responsible for and that student interacting with another student, their subject area teacher, an administrator at the school, etc. We don't do the interaction for them. We don't \"talk\" for them. We stay out of the middle; we stay off to the side, clearly that this interaction is happening between the two of them, not through us. We are at the ready for a couple of purposes: (Maybe you have some to add to this list):
1) to assist if something happens to the augmentative communication modality (device isn't working, switch is disconnected, etc.)
2) to be the partner assisted scanning presenter (in the case of a lowtech presentation, or a paper-based display system - a person may be needed to point or voice the items or row number until the student indicates a \"yes\" or \"no\" or \"that's the one I want to say\"; however that system may be organized for them to select items
3) to follow a prompting hierarchy in a least to most interruption/intrusive/supportive order
4) to be what is called an \"accomplice\" - someone who suggests what they might say in the situation; \"cues provided by a second person, the child's accomplice (Porter & Kirkland, 1995). The accomplice works with the child to provide them with experiences communicating at a more complex level than they are currently able to achieve alone.... Prompts and cues can be provided by someone (the accomplice) who already knows the child's message, to support their communication with another person who does not know the message. It is important that the accomplice always observes for the child's attempts to initiate the messages they are accomplicing is something the child wants to say...\" Notice this doesn't say that you take their hand and put it on their device and push it for them, or help them hit their switch.
If these people are a teen and a staff member, a Teacher or ParaProfessional, they seem to be having a positive interaction, which is great. We want to make sure that we are always giving these opportunities in our classrooms. We want to also make sure that teens are also having these same animated discussions with other teens, those with and without disabilities, and that they are interacting with unfamiliar adults. How this can happen is through some of the strategies mentioned above.
","userID":2018,"timestamp":"2016-06-08T18:46:03.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1056,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":57,"collectionID":52,"postID":8261,"quote":""}]},{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:15.54","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1212,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":327,"collectionID":139,"postID":8267,"quote":"In this post, Kelly reflects on her experience as the sister-in-law to Kay, the oldest child in her husband's family."}]},{"postID":8268,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T20:57:42.633","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":30,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8269,"title":"The Impact of Family on Your Job in the Field of AAC","body":"My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused to let us all go our separate ways by maintaining weekly phone calls with her brothers and sister. Kay was born in the 1940 with Cerebral Palsy and you have to think back to that time, a much different landscape of services, legislation and attitudes. However, Kay grew up in the family household went to school with her brothers and sister, graduated high school, started college, which she figured out wasn't for her and came out to start a career, which then (an here's where things still aren't too different) options were limited due to restrictions on earnings impacting which services you could and couldn't continue to receive based upon your disability status. So she did some work for pay and a lot, I mean a lot, of volunteer jobs. Kay loved sports, especially those from the University of Wisconsin, Go Badgers! And the woman loved Scrabble, every version of it. Any game with letters she played since she was a little girl, and she excelled at word games - Quibbler, etc. Beat the pants off me and my husband every time! I think it's only her other sister that gave her a challenge.
For most her life, she used her natural voice to speak, but as the years went on and more unfamiliar partners entered her circles - in jobs, at church, out shopping, in her brothers and sisters' lives, as care givers, especially after she hit the age of 50, it was suggested to her to look for an AAC system to use, if only as a back up. I won't get into too many details - for many reasons, she chose to use a spelling board and did not go with an electronic system. But, here enters the topic of Presumed Competence.
Even though I've been in the field of Augmentative and Alternative Communication (AAC) since 1986, I'm a teacher, not at SLP; so I'm not able to write up the assessment that is needed for funding for an AAC system. I could make suggestions of features of systems that should be trialed with Kay, etc. But in the end, it came down to an SLP evaluation. During an evaluation from a qualified AAC specialist, I'll just say that although a list of products that were spelling based was sent along with her to her evaluation, according to Kay's description of the evaluation, she was shown only items that should be given to a \"baby\"; Everything had pictures, no letters, no spelling. And that was that. She wanted nothing to do with AAC. So, one look at my sister-in-law, and there was no presumed competence. Just start where they always start, no talking about what she did, her college experience, her love for letter games, her use of the computer, etc - you get what everybody gets, the same image based AAC system. And luckily, Kay's a tough one and said that she wouldn't sign for it, absolutely not.
Sadly, it took 2 more years until a personal aide who was helping Kay to write her life's story, requested that she start pointing to letters for the words that Kay was dictating that the aide didn't understand. And that's how the first letter board got started. That aide never once questioned anything that Kay said about her past, never once questioned what she was telling her, what she wanted to make sure of was that she got all the details, and that she got them correctly onto paper. She presumed competence from the beginning, just as all of Kay's family and teachers had done when she was a little girl. And luckily as most people in her life do. And with a power wheelchair, I've witnessed what Kay does when people aren't treating her well, she just drives away from them. Sometimes mid-sentence. There's no need to finish trying to talk to someone like that.
After showing Kay and my other sister-in-law, Judy, lots of spelling boards, together we made a custom board based upon Kay's specifications and then Judy's request for modifications. Boy was if fun to watch her dear friends get out the notepaper and try to keep up with her spelling ability then! Her friends and many care givers that did shift work at her home presumed competence, you could tell this from the way they talked to her; the questions that they asked her. It wasn't all yes and no stuff. It was how did she think about certain things that were happening, opinion based questions, recall questions - because we could always count on her to remember the facts about a situation or people from the past.
On one stay in the hospital, she didn't have the strength to point to her spelling board, so I taught her the process of Partner Assisted Scanning (PAS). There's some nice descriptions of PAS in different links here on the community. Many of the hospital workers started showing up to see Kay \"talk\". Maybe some of you have experienced that. When your family becomes a bit of a \"show\" or a \"presentation\" that you didn't expect to be doing while you are just living your life. Kay had never seen PAS done before and the very first message that she said through PAS was \"did you invent this?\" It took me awhile to recognize that she was talking about PAS and not the issues that she was dealing with for why she was in the hospital in the first place. The sad thing about that hospital visit was that the nursing and other staff often talked to us and not Kay, they often spoke in loud voices as if she was Deaf, or they talked slowly as if she didn't understand what they were saying. And my husband and myself found ourselves having to remind them, she's your patient, not us. She just has CP, she's not deaf. She understands you, talk normal. And you could hear Kay take a deep, deep breath, wishing she could just drive away from them.
I write in past tense about Kay because she passed away at the age of 72. We lost our family rudder for awhile; truly she kept us on a path of family togetherness. We've got it back, the calls still happen; not with the same frequency as she kept pace; but most calls have a trace of her. We use the internet more, Kay didn't like email much; I think she found it too impersonal. What was personal was Kay, you, and her communication board, letter by letter - you following along as she spelled out what she had to say to you. It still travels with me.
","userID":2018,"timestamp":"2016-06-10T21:15:39.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":60,"collectionID":53,"postID":8269,"quote":"Presumed Competence hit me hardest when I felt it's impact on a family member."}]},{"postID":8270,"title":"Under the Table - The Importance of Presuming Competence Shelly Moore","body":"There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual disabilities. Her idea of competence is that we have to ...\" believe that all people can learn because if you don't presume competence then it is us who are disabled.\"
Her TedX talk - Under the Table tells the story of how our assumptions influence not only how we act, but how we treat others. This story is one of understanding and realization that all students are are capable and contributors in their communities. We know that diversity is a strength, but if we are to truly move inclusive education forward in our schools, we need to understand the essential component of presuming competence.
","userID":2018,"timestamp":"2016-06-10T21:26:03.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7512,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":61,"collectionID":53,"postID":8270,"quote":"In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis."}]},{"postID":8271,"title":"Project MAX starts with Presuming Compentence","body":"Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards.
School based teams participate for 3 years of training and receive on-site coaching in the process of developing strategies for being able to plan and deliver effective instruction that meets the needs of diverse learners in Pennsylvania schools. This includes:
More information can be obtained from the attached flyer.
One of the training that the teams recently had access to attend was with the First Author Curriculum. This is a Writing Curriculum that includes a 14 point Developmental Writing Scale that is sensitive enough to assess the writing ability from those that are emergent scribblers to the level of 2nd grade paragraph writing abilities. It can be used with any age student.
","userID":2018,"timestamp":"2016-06-10T21:44:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1233,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":62,"collectionID":53,"postID":8271,"quote":"Presumed Competence is the basis of this state-wide project in Pennsylvania"}]},{"postID":8272,"title":"Presuming Competence Everyday in the Classroom","body":"An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action for you, all the details. She starts out with the research on presumed competence and it's impact upon the population of people with Downs Syndrome. She then goes on to describe collaborative teaming, scheduling, aided language boards, adapted grade level materials and assistive technologies.
Make sure to adapt her terminology to that in your own location. Cheryl is in New Hampshire. Every state has it's own terms as it comes to Accessible Instructional Materials and Adapted Content, Eligible Content, Essential Elements, etc.
","userID":2018,"timestamp":"2016-06-10T22:10:36.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1144,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5577,"postID":8272,"userID":3136,"timestamp":"2016-06-12T20:39:51.66"}],"PostCollectionItems":[{"collectionItemID":64,"collectionID":53,"postID":8272,"quote":"Presuming Competence put into Action"}]},{"postID":8292,"title":"Summer Camp, an Opportunity for Learning for Campers and Staff","body":"My first \"job\" in the field of disabilities was as a volunteer counselor at an Easter Seals day camp. A girlfriend's mother worked for the organization and with people with disabilities in our family, it was a natural fit at the age of 12. I had that job for that next 6 years, moving from junior counselor position to a paid counselor position. By the time that I made it to the senior counselor position another junior counselor was on the rise, someone who had taught me much during my first year at that position. He was once a camper - but as a camper, he ran the show, as this picture shows. He's the boy in the center of the table. You don't need of full set of arms and legs to be the boss, and we all followed his plan, way before he was formally named as a junior counselor.
In my years at that camp and subsequent camps for campers with disabilities, both inclusive and specifically focused on AAC user camps, I've learned from the campers. I've learned from watching how friendships grow from year to year between campers at sleep-away camps where families have respite (sometimes at a local hotel because they can't seem to be too far away), and from how AAC users mature in the use of the vocabulary within their system (given that they had a vocabulary-rich device/app/book & not a program your own from scratch device/app/book).
For professionals, para-professionals and family members that have attended both day and overnight camp opportunities, I've seen how they have learned from the campers as well. The camp experience gives them the opportunity to learn in a less stressful environment; to not be quite so mega-responsible as they are at home or at school. NOT that we are \"slackers\" at camps. The camp staff work hard. They really do. The camp experience may be fun & games, but the planning for the camp experience is as serious as planning for school and home interventions.
There is a lot of coordination that goes into planning camps, both day and sleep-over, training and recreational. The goal of it all is for each and every participant to get the most out of the opportunity. I hope that people will share their camp experiences and the variety of camp opportunities that are out there, so that families and staff can take advantage of all there is out there!
","userID":2018,"timestamp":"2016-07-05T15:22:53.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1134,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":70,"collectionID":60,"postID":8292,"quote":"Summer Camps can provide a Learning Experience"},{"collectionItemID":269,"collectionID":121,"postID":8292,"quote":""}]},{"postID":8293,"title":"Building Bridges Camp & Training Institute for Campers with Complex Communication Needs & for Staff Learning about AAC","body":"Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attending or associated with the transition program from the Bridge School to attend. They can be signed up for camp alone or sign up with a para-professional or a teacher or SLP (any staff), just not a parent. They can come with their brothers and/or sisters. This camp is for children with CCN (Complex Communication Needs), ages 6-17. Campers are grouped by their ages, not by their disability or by their device use. This is not an AAC assessment camp, your child won't come out of camp with an assessment for an AAC device/app; they will come out of camp hopefully more excited about talking with their device/app, and with new friends. For more of the specifics about what goes on at camp, see the website.
Most years, the camp is a sleep-away camp, parent-free (respite - time for moms, dads, grandmas). There are 24 hour on-site nurses and in-cabin disability-trained counselors because of the needs that are often co-occurring with CCN. Just to ease the anxieties that often come from families who are for the first time leaving their child with medical and or behavioral needs at a sleep-away event. Trust me, they are having a ball once you leave! In 2016, during a transition between camp sites, it was a day-camp experience, which introduced a whole new group of campers to the Building Bridges camp experience. Many of whom will becoming sleep-over campers in the future!
Building Bridges Training Institute runs simultaneously with the children's camp is available for training staff and for staff in training. Para-professionals have come along with their students from school, SLPs and teachers have come to learn more about students with CCN; sometimes they come with their own student; sometimes they are assigned a student who is traveling to camp alone and they have a buddy to focus on throughout the week. In addition, the Training Institute accepts SLPs and Special Education master students as a part of their summer coursework, and has coordinated the hands-on learning at camp with projects for their professors. There have even been professors that have traveled with their entire class or special education service groups to camp for the week.
In addition to the videos, the website also gives you a rundown of the daily life of the camper and the daily life of a trainer.
","userID":2018,"timestamp":"2016-07-05T16:24:00.273","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2010,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":72,"collectionID":60,"postID":8293,"quote":"I've worked this camp for 14 years. It's not only a regular consulting gig that I plan my summer around, I seek it for revitalization."},{"collectionItemID":74,"collectionID":52,"postID":8293,"quote":"This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week."},{"collectionItemID":271,"collectionID":121,"postID":8293,"quote":""}]},{"postID":8294,"title":"Pinterest AAC Camp Board","body":"There is an AAC Camp board on Pinterest. It's interesting how much that you find out when you start searching for a Collection and Pinterest is one of my \"go to\" search sites now adays. Of course, you get a lot of repeats there and not a lot of text, so then I come back here to the Communication Matrix Community to see if anyone has written about a topic. I've got a few camps that I'm connected to through work and through colleagues, so I'll point out a few in specific posts.
The Pinterest board is maintained by that glorious AAC resource PrAACtical AAC, if you haven't discovered that resource, you need to http://praacticalaac.org/
Thanks Carol Zangari and all those who post to that site!
","userID":2018,"timestamp":"2016-07-05T16:56:58.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1054,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":75,"collectionID":60,"postID":8294,"quote":"Over 35 AAC Camping experiences. Have you found something here for your child? or tell us about your dream camp opportunity."}]},{"postID":8295,"title":"Camp Chatterbox","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. ","userID":2018,"timestamp":"2016-07-05T17:08:15.79","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-08-21T00:00:00","eventEndDate":"2016-08-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":2,"location":"111 Monmouth Rd, Oakhurse, Nj","locationLat":"40.26590849999999","locationLong":"-74.01358870000001","isEvent":true,"personOrganization":"Children’s Specialized Hospital in Mountainside, NJ","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8296,"title":"Talking with Technology Camp ","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member. ","userID":2018,"timestamp":"2016-07-06T03:46:58.483","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-07-16T00:00:00","eventEndDate":"2016-07-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Colorado Easter Seal Society's Rocky Mountain Village in Empire, Colorado.","locationLat":"39.76137629999999","locationLong":"-105.68444790000001","isEvent":true,"personOrganization":"Children's Hospital Colorado","eventStartTime":"8am","eventEndTime":"5pm","PostStars":[],"PostCollectionItems":[]},{"postID":8297,"title":"Talking with Technology Camp - Colorado","body":"Talking With Technology (TWT) Camp is a weeklong program developed by Children's Hospital Colorado for young people ages 6 to 21 who use augmentative and alternative communication (AAC) systems. Children's Hospital Colorado contracts with the Colorado Easter Seal Society for this week to be held each summer at its camp facility, Rocky Mountain Village, in Empire, Colorado. A priority for acceptance to the TWT Camp is given to children who come with an adult who is working with the child and his/her system (e.g., speech therapist, teacher, aide, etc.), but is not a family member.
A unique aspect of TWT Camp is that the camper - who is the augmentative communication system user - usually attends with a professional trainer who knows the child. Brothers and sisters are also welcome to take part in the program. That's what makes this one week such an intensive learning experience for everyone. Because this camp gives children the opportunity to develop increased independence, parents do not attend. Children's personal care needs are managed by trained camp staff.
Both the child and the adult are involved in a week of training and implementation of the AAC system. Each year the Talking with Technology Camp changes and improves. Its goals are to provide intensive intervention, within the context of a motivating and meaningful environment, for children using augmentative communication devices, and to enhance the development of communication partners and those facilitating AAC use.
","userID":2018,"timestamp":"2016-07-06T04:01:20.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1851,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":76,"collectionID":60,"postID":8297,"quote":"An sleep-away camp with 30 years of experience serving campers, their siblings, and professionals."}]},{"postID":8298,"title":"Camp Chatterbox - New Jersey","body":"Camp Chatterbox, sponsored by Children’s Specialized Hospital in Mountainside, NJ, is a weeklong overnight camp for children and young adults, ages 5-22, who use technology such as iPads with AAC Apps, Eye-Gaze devices or Tobii/DynaVox or PRC devices to communicate. Camp Chatterbox offers three unique programs – aFamily Program for children ages 5 – 15, a Transitional Program for campers 15 - 22 who need support in advancing to an independent camper and an Independent Camper Program for teens and young adults ages 15-22. All Campers must be able to participate in the program without requiring one-on-one behavioral support.
The Family Program program targets campers from ages 5 - 15 seeking a week-long family camp experience. Parents and siblings join their AAC camper at Chatterbox and actively participate in the camp program as a family. Parents and siblings sleep in the cabins with campers. Several families are grouped together to provide increased opportunities for spontaneous peer interaction. The Family Program widens the scope of training opportunities for parents, and helps siblings become an integral part of the camp program. Siblings must be between 7-15 years old and not be educationally classified.
A range of parent training sessions are scheduled each day. Sessions may include vendor trainings as well as lectures on topics related to language development and communication. Parents participate in evening activities to learn AAC strategies and to just have fun with the campers! Parents benefit from networking with parents and staff at evening networking sessions. There is a \"Parent Night Out\" held mid-week at a local restaurant. This not only provides parents with the opportunity to have some adult food, but creates a special networking environment.
Some teens and young who use AAC devices may have difficulty separating from their parents for an extended period of time. Others may require significant care that limits their independence. The Transitional Program targets children, ages 15 - 22, who are using an AAC device to support their communicating needs and can benefit from intervention to improve their communicative competence and start them on the road to independence. These young adults may attend camp with their parents. The campers will reside in cabins with age-appropriate peers. Parents will reside in cabins with other parents. Parents may choose to provide the daily care to their child or elect to enable their children to begin to direct their care with an assigned counselor.
In the Independent camper program, campers, aged 10 and older, and young adults are encouraged to use their AAC devices to communicate with unfamiliar listeners, directing their care and advocating for their needs. Daily activities help to build critical thinking skills, problem solving skills and learning to accept responsibilities for one’s schedule and actions. There are plenty of opportunities for just plain old fun! Depending upon their skills and goals, Campers in this program may have the opportunity to serve as a mentor for younger campers enrolled in the Family or Transitional Programs.
","userID":2018,"timestamp":"2016-07-06T04:18:17.313","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2565,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":77,"collectionID":60,"postID":8298,"quote":"This camp focuses on the Family and AAC experience."}]},{"postID":8299,"title":"Camp ImpAACt - Georgia","body":"Camp ImpAACt is an extension of the Ellis School. It strives to be a camp where AAC is how we learn and not what we learn. All campers are paired with a trained one-on-one camp counselor for the week. All of the activities are adapted for AAC users to fully participate.
Camp ImpAACt interns are paired with a camper and are to challenge, assist, and encourage their communication skills throughout the week. Volunteers are essential to making this a memorable and incredible week! Every type of skill, ability, and talent is needed. the use volunteer help both inside and outside of camp week. High schoolers are welcome!
Visit the following links to see images from the camp.
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCATORS ON EVIDENCE-BASED PRACTICES. The authors are M. Alexandra Da Fonte and Andrea M. Capizzi from Vanderbilt University.
Abstract: Paraeducators are on the front lines in special education settings,providing support to teachers and students with significant disabilities and
specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across
behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of
students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
For those of you wanting to look up the full article, here is the information:
Physical Disabilities: Education and Related Services, 2015, 34(1), 31-54; doi:10.14434/pders.v34i1.13823
PDERS ISSN: 2372-451X
http://scholarworks.iu.edu/journals/index.php/pder...
There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
Through the Center for Literacy and Disability Studies at the University of North Carolina's Project Core - comes 6 different examples of Universal Core Boards including instructions for Making 13 - 3D Symbols from a 3D Printer.
\n\nhttp://www.project-core.com/co...
http://www.project-core.com/3d...
Symbol directions for 3D printers include Go, Like, Not, Do, Finish, Help, It, Make, More, On, Open, Turn, Open, Turn, Up
\nThrough a cooperative project, the Communication Matrix Team has been working along with NSSEO (Northwest Suburban Special Education Organization), 12 Local School Districts and the team of developers from the Adaptivation Inc. to develop 5 of these 3D Symbols for use with their students who are communicating with their schools. Some of their students have varying visual skills and teams want the flexibility of the pairing of the 3D symbols along with the 2D symbol that Adaptivation offers in their traditional object symbol choices.
\nhttps://www.adaptivation.com/p...
Not all schools have access to a 3D printer and not all the core vocabulary words were offered through the original set of commercially available 3D symbols. So together, the symbols for Go, Like, Not, More, and Help have been created to be trialed with our teams this spring. We are very excited!
","userID":2018,"timestamp":"2018-01-16T05:41:42.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":10029,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":312,"collectionID":137,"postID":12020,"quote":"Core Vocabulary with Tangible and 3D symbols"}]},{"postID":12051,"title":"Tactile Talk Toolkit for GoTalk Now App","body":"There is an in-app purchase available for the GoTalk Now iPad AAC App by Dr. Betsy Flener, Vision Specialist, in collaboration with Joni Nygard, AAC expert available from the Attainment Company. The toolkit makes available a TactileTalk in-app Communication Book, 30 pre-made TactileTalk Overlays, and TactileTalk Guidebook for using the Communication & Literacy support system.
\nBetsy and Joni have worked together to create overlays that will be useful to children in both school and home settings. There are tactiles organized on transparent sheets with borders and other symbols made with a special tactile paint. These sheets function as overlays for an iPad screen, corresponding to pre-programmed pages in the GoTalk NOW App using the TactileTalk Communication Book. Students feel the object for reference and tap the screen for a corresponding voice output. For example, tapping the bells image to play “I’d like to listen to music”.
\nGet more information at https://www.attainmentcompany....
","userID":2018,"timestamp":"2018-01-19T22:15:04.393","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4974,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":313,"collectionID":137,"postID":12051,"quote":"Tactiles on an iPad"}]},{"postID":12287,"title":"Communication n Activities for Teens and Young Adults","body":"In a response to a question about activities for students, teens and young adults that promote communication, I mentioned this handout that was created by staff whom I worked with over time. It includes activities, jobs, community, home and school based that promote expressive communication.
Thank you to teams and staff in Corpus Christi, Texas; Okland Schools, Michigan; Menomonee Falls, Milwaukee, Kenosha & Janesville, Wisconsin!
Please share.
PLAN NOW!
\nICAN™ Talk
\nAAC Summer Camp 2018
\nBackpacking through the Burgh
\nICAN™ Talk Clinic is offering 4 mini-camps this summer for campers as an intensive language and literacy experience. No more than 4-6 campers will be accepted and matched with clinicians and volunteers for fun and exciting individual and group activities over 3 days at our clinic and in the Pittsburgh community to build language, literacy and overall confidence using their AAC systems.
\nJune 21-23, 2018 Children with Cerebral Palsy
July 12-14, 2018 Children with Rett Syndrome and/or Children using Eye Gaze
July 19-21, 2018 Children with Autism and/or Children with Development Delay
July 26-28, 2018 Young adult group; ages 15-25 years old
*Campers will be placed to create peer groups for activities at similar levels that are age appropriate thus multiple week availability is needed.
\nApplications for Volunteers and Campers are now open at:
\nhttps://aacinstitute.org/2018-aac-camp/
\nCall 412.489.5527 for more information
\nVisit Minspeak Learning Community at: http://minspeaklearningcommunity.ning.com/?xg_source=msg_mes_network
","userID":2018,"timestamp":"2018-03-21T15:52:32.24","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1211,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":318,"collectionID":60,"postID":13022,"quote":"Summer camps are powerful communication & social experiences"}]},{"postID":13023,"title":"FREE Chatter Matters Camp in Wisconsin June 21-24 2018","body":"Variety's Chatter Matters Camp is an overnight camp for children with physical disabilities who also use a speech generating devices, as well as for their parents and siblings.
\nChatter Matters is like a traditional summer camp but the activities are adapted for all ages and abilities. Through traditional camp activities like arts & crafts, adaptive sports, games, campfires and music, children learn to improve their communication device use.
http://varietywi.org/how-we-he...
Chatter Matters is unique because the entire family attends camp together. By allowing parent and siblings to attend, families have fun, create lasting family memories, and everyone becomes an integral part of the communications device learning program.
\nBest of all, Chatter Matters is completely FREE to attend! Because of the generosity of wonderful sponsors and donors, Variety covers the full cost of camp – including meals, lodging and all activity supplies – for all camp attendees, including volunteers.
Interested in attending camp, volunteering at camp or sponsoring a child to attend camp? Contact Taimi at taimi@varietywi.org or 262-777-2090.
ACES stands for Augmentative Communication & Empowerment Supports. It's a program for young adults who use AAC. And gives them an opportunity to be on a city university campus while refining/developing their skills for effective communication. Focus is on communicating in the home, community, work and school settings.
It's a 10 day experience; preparation up to those dates happens in supports months up to the actual dates spent on campus. During the time on campus, you'll create a plan for employment, post-secondary education and/or community living.
Find out more at the website
www.disabilities.temple.edu/pr...
or contact by email rgoldstein@temple.edu
","userID":2018,"timestamp":"2018-03-21T21:18:04.187","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":320,"collectionID":60,"postID":13030,"quote":"Preparing for the Future is the \"work\" & Real Life Outcome of Sending Your Child to an AAC Camp"}]},{"postID":13032,"title":"Funded 2 Year Graduate Student Positions in AAC Available at PennState University","body":"The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
At Purdue University in Fort Wayne, Indiana, there is a very unique experience called Poss-Abilities Theatre Camp.
For 2018, Poss-Abilities Theatre Camp will be held October 12-14, 2018. Brochure is attached to this posting. If you would like to attend the free camp this year, please return the application in the postage paid envelope before the end of August 2018. They are in need of more campers this year so please spread the word!
Please pass on this information to anyone, in any state who may be interested. Send it to your SLP, teachers, doctors, friends, everyone! They look forward to another exciting camp this year and hope that you can be a part of it!
","userID":2018,"timestamp":"2018-05-31T19:58:50.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":363,"collectionID":60,"postID":16598,"quote":"Theater Camp for Users of AAC is a Unique Experience"}]},{"postID":17414,"title":"CVI Connect Saturday presentations online","body":"Saturday's with CVi Connect is a way to get live information on children with Cortical Vision Impairment. Strategies for communication, learning. The series began in the spring of 2018 and reportedly has been very well received. Dr. Christine Roman-Lantzy. Dr. Roman-Lantzy will go live Saturday, June 16, 2018 at 11:30 CST / 12:30pm EST for the next presentation. She will be discussing the \"state of the union\" as it relates to Cortical Visual Impairment, and answering questions in real-time.
From past presentations with CVi Connect, here are video links on Facebook
Julie on the CVi Connecct team walks through on running an Activity in addition to a couple other updates. People sk questions in the comments
https://www.facebook.com/cvico...
Stephanie shared ideas on how to use CVi Connect when your child needs more accessibility than just CVI accommodations. Having worked with children with a variety of needs she will share first hand the tricks she used to make things work and answer questions you may have.
https://www.facebook.com/cvico...
","userID":2018,"timestamp":"2018-06-15T22:42:58.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":309,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17572,"title":"2 Opportunities for AAC Camp in Utah 2018","body":"Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17-19th. They will get to work with Graduate Students.
Please email me at jnaylor@rmuohp.edu or refer them to my email.
Sandbox Learning is a Website for developing Social Stories in a book format. These stories help in guiding children with a variety of anxiety issues, whether they are on the Autism Spectrum, have social stresses related to Rett Syndrome, Pitt Hopkins, or a wide variety of other disabilities. Or just because they are a kid facing the typical stressors of daily life.
There are places on this website where you can write books for free and get free information. Some of the books are for a small fee $2.50, $5.00, $7.50, depending upon the topic, length of the book and the customization.
Children in the books can be featured with a range of skin tones, can be seen holding an AAC system, can travel in and with a variety of mobility aides.
There are featured topics each month. This month is about going to Summer Camp.
Each month are other supports in addition to the books. Website links, short stories, connections to other families, links to medical, non-medical, social, community and educational resources. I am a teacher and a consultant in assistive and augmentative technologies and I've been using this site for about 4 years. I find new information all the time.
here's a link to the camp website and I've attached a PDF of the document below in case you aren't connecting well and just want to download something to read.
http://bit.ly/6TipsForCampPrep
","userID":2018,"timestamp":"2018-07-02T21:25:43.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1107,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":388,"collectionID":60,"postID":17573,"quote":"Camp Supports from Sandbox Learning"}]},{"postID":24375,"title":"Camp ALEC - AAC Literacy Education Communication","body":"Camp dates August 11-17, 2019
Camp ALEC is hosted by Indian Trails Camp in Grand Rapids, Michigan. Camp ALEC is designed so that Children, aged 7-21, who never thought they could go to a typical camp independently, can go. Indian Trails provides highly skilled and compassionate counselors who attend to all of your child's needs. Whether the care needed is positioning, toileting or feeding, the care is there. Indian Trails also provides a nurse on the grounds 24/7.
Besides a typical camp experience of swimming, talent shows, boating, zip lining, and yes, pulling pranks on Tina and Gina, campers leave with a \"can do\" attitude and a sense of confidence they may not have had as a result of experiencing the power of attending camp on their own.
Camp ALEC provides campers with a life changing literacy experience. Campers participate in fun and motivating reading and writing activities in 1:1 and small group settings. They leave camp with an informational report which describes their unique skills and deficits and recommended interventions that can be implemented when they return to school in the fall. This camp is not just for struggling readers and/or writers.
At the same time, Camp ALEC trains up to 20 adults who have already completed a level 1 literacy training through Dr. Karen Erickson and/or Dr. David Koppenhaver. These level 2 trainees are committed to working with students whose physical disability and/or speech-language impairments negatively impact their ability to communicate and acquire reading and writing skills. This camp takes the \"mystery\" out of teaching kids like ours.
From USSAAC (United States Society of Augmentative & Alternative Communication) these buttons were created by their membership for AAC Awareness Month. You can print them out and create buttons for your child/students to wear; hang them on device bags to raise the awareness of the importance of AAC system availability.
From their website (https://ussaac.org/aac-info/aa...) \"The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using AAC. USSAAC invites you to celebrate with us and help increase awareness. We hope the content on this page will facilitate your efforts to celebrate, educate, and spread the word in your community, not just in October, but all year.\"
AAC Awareness Buttons
There is a recent post on PrAACtical AAC (if you are unfamiliar with this site - please check it out - link below) that pulls together much of the information produced by the Texas School for the Blind. The posting is titled:
Communication with Children with Deafblindness or Visual and Multiple Impairments
\"Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies.
It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener.\"
There are links to the Resources and Videos
","userID":2018,"timestamp":"2019-03-29T16:39:15.783","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1651,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6015,"postID":24377,"userID":65497,"timestamp":"2019-04-02T12:33:44.003"}],"PostCollectionItems":[{"collectionItemID":426,"collectionID":137,"postID":24377,"quote":""}]},{"postID":24378,"title":"Encouraging children to Tell their own Story","body":"Deanna Wagner is a FABULOUS presenter, SLP, and educator to many individuals of all ages who have complex communication needs. I have learned so much from her over my years involved in the AAC Community. The organization, USSAAC, the United States Society for Augmenative & Alternative Communication, has just posted on its' blog Deanna's Stories of Ourselves: I DARE to Build/Expand Communication and Literacy Skills
I've provided the link below.
From the text of Deanna's article \" Stories are important for all students as they help develop literacy skills, as well as (a) connect them to experiences; (b) expose them to diverse narratives and (c) value their home languages, as well as unique ways of communicating (Palafox, P., 2018). By creating and sharing their personal stories, students can learn to manipulate multiple familiar elements including words/text, pictures/symbols, visual and auditory content.\"
In reading this valuable, and fun! article, you will find that she covers
\"This article will describe four activities we can do with our students to build storytelling skills. These activities could be seen as a developmental progression, as sharing a personal story may be considered a culmination of the first three activities. Using holistic instructional strategies can help us to be mindful of learning that can take place during each activity, regardless of the level of challenges that a student faces. Active daily engagement in all four activities provides a balanced approach:
1) looking at photos,
2) reading personal stories,
3) writing personal stories, and
4) sharing personal stories.
Here's the link
https://ussaac.org/stories-of-ourselves-i-dare-to-build-expand-communication-and-literacy-skills/
Throughout the article, she has links to supporting website, videos, research articles and just some all around good stuff!
enjoy!
","userID":2018,"timestamp":"2019-04-01T20:32:51.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24383,"title":"Hold My Words","body":"A family of all boys who are grown and on their own journeys, continues to grow their family by adopting a young boy with complex medical and communication needs. This is the very shortened story behind the \"Hold My Words\" Personal Blog on Facebook and on www.kimrankin.com
\nKim posts on the communication, education and also the medical needs of supporting their son.
\nI was lucky enough to finally meet Kim at a Literacy and AAC conference this March 2019 hosted by the Camp Alex team and presented by Dr David Koppenhaver and Dr Karen Erickson. Kim took what she learned and immediately applied it to her son and posted her ideas and results.
","userID":2018,"timestamp":"2019-05-05T19:48:31.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2550,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":432,"collectionID":160,"postID":24383,"quote":"Hold My Words Facebook page & personal blog www.kimrankin.com follow the journey of a young boy with complex communication and medical needs."}]},{"postID":24384,"title":"We Speak PODD","body":"We Speak PODD has been one of the most influential family Facebook & YouTube Channels in the field of AAC. Karen and Adam Owen's documentation of their family's journey of learning the PODD (Pragmatically Organized Dynamic Displays) Communication System with 4 of their 6 children, has been a motivator for numerous families, speech language pathologists, teachers and family support staff. Karen speaks at national and local events inspiring families and educators with the background of her natural born and adopted children and how as a family they have endured highs and lows medically, educationally, communicationally and emotionally.
\nOn their YouTube channel, they captured the first two years of their children learning to communicate through their various versions of PODD books and electronic page sets. Their children utilize a variety of input methods including direct selection through fingers, eye gaze, and partner assisted scanning visual and auditory modalities.
\nYou will witness communication at home, at IKEA, at Disney World, at church, and in home schooling activities.
\nCurrent posts are not as frequent as in the first two years, there may be one a month. Big sister, Madie, is a teenager that we can all utilize as we watch and model kid to kid interactions.
","userID":2018,"timestamp":"2019-05-05T20:10:24.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5090,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6021,"postID":24384,"userID":3203,"timestamp":"2019-05-06T21:17:57.537"}],"PostCollectionItems":[{"collectionItemID":433,"collectionID":160,"postID":24384,"quote":"We Speak PODD has been one of the most influential Facebook pages & YouTube Channels in AAC Implementation"}]},{"postID":24386,"title":"Learning with Curren - A Complex Communication Journey","body":"Learning with Curren - A Complex Communication Journey is a Facebook Page maintained by Curren's mother Nerissa Ramsey. Nerissa also writes on a blog http://nerissaramsey.weebly.com/
The Facebook page is a photo, video navigation through their homeschooling curriculum and family adventures. This past year has seen a growth in his literacy learning and you will see pictures of her monthly and weekly literacy materials. Pictures of Curren's Dad and older brother are frequently included so you will get an idea of how the whole family is involved around Curren's communication and that it seems as through nothing holds this family back from community outings and trips.
The blog follows more of Curren's medical issues, being a child with the very rare, HIVEP2 disorder. On the blog Nerissa shares what they have learned about living with a rare disease and you will follow along, and maybe relive some of your own experiences within the medical and non-medical community.
Curren uses the PODD (Pragmatically Organized Dynamic Display) AAC system.
For more information on PODD training and videos, www.poddusa.com
For more information on the products of PODD
Printed PODD direct selection templates https://goboardmaker.com/products/podd?variant=7872543031362
SGD (Speech Generating Device) PODD for Mind Express (Windows/Tablet) http://www.mindexpress.be/
SDG PODD for Grid (windows/Tablet) https://grids.thinksmartbox.com/en/grid-bundles/search?q=podd
SGD PODD for Compass (iPad APP) https://www.tobiidynavox.com/en-US/software/content/PODD-Compass/
","userID":2018,"timestamp":"2019-05-18T19:20:10.04","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3616,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":434,"collectionID":160,"postID":24386,"quote":"Sharing a family's learning & communication journey"}]},{"postID":24387,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6028,"postID":24391,"userID":2023,"timestamp":"2019-06-20T21:55:34.433"}],"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]},{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6022,"postID":24393,"userID":18027,"timestamp":"2019-06-03T19:04:57.287"},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403"}],"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]},{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73"}],"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]},{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997"}],"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]},{"postID":24404,"title":"Mason's Milestones","body":"Lesley Skahan is Mom to 3 Boys, one who has complex communication and health needs, a Home Schooling parent, and a woman on a mission to share what she and her family are learning about building a community of people who communicate in multiple modalities, including the language of AAC symbols that her son, Mason, uses.
She shares Mason's and their family journey through several sources on Facebook Group and Pages:
Lesley and husband, Matt, spent the month of October posting a video every day of them talking with Mason and his AAC system on one of these sites. October is known as AAC (Augmentative and Alternative Communication) month.
They are always happy to answer questions that are posted on Mason's Milestones. Go there, watch a video, make a comment, ask a question. join the discussion.
Lesley was recently one of the AAC Mom's who shared their Top 5 pointers during a Preconference session to the AAC in the Cloud conference.
https://www.aacconference.com/schedule.html
https://www.youtube.com/watch?v=p-t5HdcM84E&feature=youtu.be
","userID":2018,"timestamp":"2019-07-12T04:24:54.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":7433,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":443,"collectionID":160,"postID":24404,"quote":"Lesley Skahan is on a mission to create a Community of Symbol users around her son"}]}]}},{"collectionID":21,"name":"Recursos Bibliográficos sobre Comunicación en Español para Personas ","description":"La comunicación es la base fundamental para las relaciones humanas y el aprendizaje. La condición de sordoceguera limita de manera exponencial esta comunicación debido a la pérdida visual y auditiva. Comprender cómo facilitar, enseñar y compartir la comunicación es primordial para apoyar a esta población. A continuación se presentarán una serie de lecturas que han sido recopiladas a través del tiempo por el Centro Nacional sobre Sordoceguera (NCDB) y Perkins Internacional América Latina y el Caribe (PILA&C). ","dateCreated":"2016-04-08T17:54:49.753","bio":"Soy educadora y administradora en el campo de la sordoceguera y discapacidad múltiple y uno de mis mayores intereses que las personas con sordoceguera tengan un mejor acceso a una educación de calidad y por ende a una vida llena de posibilidades.\n","published":true,"userID":2021,"PostCollectionItems":[{"collectionItemID":30,"collectionID":21,"postID":8161,"quote":"","Post":{"postID":8161,"title":"DB 101 en Español - Comunicación del National Center on Deaf-blindness es una recopilación de artículos. ","body":"Visión de Conjunto
Interacciones De Comunicación: Hacen Falta Dos
Breve descripción de algunas características de la comunicación y presenta un ejemplo de interacción comunicativa.
http://documents.nationaldb.org/products/comm-span...
Comunicación Receptiva: Cómo los Niños Entienden Nuestros Mensajes
Explica las circunstancias especiales que se dan en la comunicación con un niño que es sordo-ciego y presenta estrategias para incrementar las habilidades de comunicación receptiva.
http://documents.nationaldb.org/products/receptive...
Comunicación Expresiva: Cómo los Niños nos Envían Mensajes
Presenta el continuo de modos de comunicación expresiva utilizados por los niños que son sordo-ciegos, junto con ejemplos.
http://documents.nationaldb.org/products/exp-span....
Enseñanza de la Comunicación Prelingüística
Trata de cómo se puede alentar y enseñar a los niños a usar gestos y vocalizaciones para comunicarse intencionalmente.
http://documents.nationaldb.org/products/PMT-Spani...
La Ruta al Simbolismo
Describe la importancia de las experiencias de comunicación temprana para el
desarrollo de la comunicación simbólica en niños que son sordo-ciegos.
http://documents.nationaldb.org/products/Symbolism...
Déjame Revisar Mi Calendario
Trata el uso de sistemas de calendario con estudiantes que son sordo-ciegos.
http://www.tsbvi.edu/component/content/article/131...
Estrategias para Crear un Ambiente Rico en Comunicación para Niños que son Sordo-Ciegos
Describe las creencias básicas y puntos clave para crear entornos ricos en comunicación para niños que son sordo-ciegos.
http://files.cadbs.org/200000107-8f616905b1/39Comm...
El Aprendizaje a Través del Tacto
Definiciones Seleccionadas - Proyecto SALUTE
Esta lista de estrategias táctiles representa una síntesis de opiniones de expertos y médicos en el campo y una revisión de la literatura.
http://www.projectsalute.net/Learned/Learnedhtml/D...
Hablar El Lenguaje De Las Manos
Trata el rol que desempeñan las manos en el desarrollo típico y qué es importante acerca de las manos y el tacto para el desarrollo de niños que son sordo-ciegos.
http://documents.nationaldb.org/products/handspan....
Adaptaciones Exitosas para Aprender a Utilizar con Eficacia Touch - Proyecto SALUTE
Este sitio web proporciona un extenso recurso para el uso de estrategias táctiles en el trabajo con niños que son sordo-ciegos. Una colección de Hojas de Información en español proporciona descripciones de importantes formas de comunicación.
http://www.projectsalute.net/Learned/Learnedhtml/L...
Algunas Cosas que Aprender de “Aprendiendo a Través del Tacto”
Un breve resumen de la fisiología del tacto y cómo desarrollar las funciones de la mano para los niños con discapacidad sensorial.
http://www.tsbvi.edu/seehear/spring05/things-span....
","userID":2021,"timestamp":"2016-04-08T18:26:36.94","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":2021,"userName":"Gloria Rodriguez-Gil","email":"glorg98@yahoo.com","photo":"/Uploads/photo_2021.jpg","firstName":"Gloria","lastName":"Rodriguez-Gil","city":"Watertown","stateID":"CA","bio":"Gloria Rodriguez-Gil, MEd, Latin America and Caribbean Regional Coordinator for Perkins International, has nearly 30 years of experience in the field of special education with an emphasis on blindness and visual impairments, multiple disabilities and deaf-blindness. Her leadership efforts began in her country of origin Costa Rica, where she was an innovative teacher, founder and developer at the first deafblind education program in Central America. She was also co-creator of the first master’s degree program in multiple disability and deafblind education at the prestigious Universidad de Costa Rica. Gloria has also worked for 15 years for California Deaf-Blind Services providing technical assistance and training, and writing multiple technical articles. Rodriguez-Gil previously served as a Bilingual Coordinator for the federally-funded Project SALUTE, and as an international consultant for Perkins International in Latin America.\r\n\r\nGloria Rodríguez-Gil, MEd, Coordinadora Regional para América Latina y el Caribe para Perkins International, cuenta con casi 30 años de experiencia en el campo de la educación especial, con énfasis en ceguera y deficiencia visual, discapacidad múltiple y sordo-ceguera. Sus esfuerzos de liderazgo comenzaron en su país natal Costa Rica donde se distinguió como docente innovadora, fundadora y desarrolladora del primer programa de la educación de sordociegos en Centroamérica. También fue co-creadora del programa de grado de la primera maestría en discapacidad múltiple y la educación de sordociegos en la prestigiosa Universidad de Costa Rica. Gloria trabajó por 15 años para los Servicios de California para la Sordo-ceguera proporcionando asistencia técnica y capacitación, durante esta labor publicó múltiples artículos técnicos. 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Her leadership efforts began in her country of origin Costa Rica, where she was an innovative teacher, founder and developer at the first deafblind education program in Central America. She was also co-creator of the first master’s degree program in multiple disability and deafblind education at the prestigious Universidad de Costa Rica. Gloria has also worked for 15 years for California Deaf-Blind Services providing technical assistance and training, and writing multiple technical articles. Rodriguez-Gil previously served as a Bilingual Coordinator for the federally-funded Project SALUTE, and as an international consultant for Perkins International in Latin America.\r\n\r\nGloria Rodríguez-Gil, MEd, Coordinadora Regional para América Latina y el Caribe para Perkins International, cuenta con casi 30 años de experiencia en el campo de la educación especial, con énfasis en ceguera y deficiencia visual, discapacidad múltiple y sordo-ceguera. Sus esfuerzos de liderazgo comenzaron en su país natal Costa Rica donde se distinguió como docente innovadora, fundadora y desarrolladora del primer programa de la educación de sordociegos en Centroamérica. También fue co-creadora del programa de grado de la primera maestría en discapacidad múltiple y la educación de sordociegos en la prestigiosa Universidad de Costa Rica. Gloria trabajó por 15 años para los Servicios de California para la Sordo-ceguera proporcionando asistencia técnica y capacitación, durante esta labor publicó múltiples artículos técnicos. Rodríguez-Gil previamente se desempeñó como Coordinadora Bilingüe del Proyecto SALUTE, y como consultora internacional para Perkins Internacional en América Latina.","lastLogin":"2016-04-15T12:00:00.13","admin":true,"website":"http://www.perkins.org/","noShowEmail":false,"twitter":null,"facebook":null,"charter":true,"organization1":"Perkins School for the Blind","organization2":null,"staff":true,"emailer":"None","lastEmailSent":null,"highContrast":false,"resetToken":null,"resetTokenExpiration":null,"receiveNotifications":true,"PostStars":[{"starID":2114,"postID":4118,"userID":2021,"timestamp":"2015-01-04T15:24:54.46"},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307"},{"starID":2134,"postID":4110,"userID":2021,"timestamp":"2015-01-26T12:17:01.033"},{"starID":2135,"postID":4221,"userID":2021,"timestamp":"2015-01-27T13:56:39.413"},{"starID":2138,"postID":4227,"userID":2021,"timestamp":"2015-01-29T15:18:15.23"},{"starID":2141,"postID":4229,"userID":2021,"timestamp":"2015-01-30T04:17:45.513"},{"starID":2143,"postID":4243,"userID":2021,"timestamp":"2015-01-31T14:49:35.577"},{"starID":2144,"postID":4253,"userID":2021,"timestamp":"2015-01-31T15:19:56.077"}],"UserTypeLookups":[{"userTypeLookupID":4345,"userID":2021,"userTypeID":2,"type":"International Regional Coordinator","UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}]}}},{"collectionItemID":31,"collectionID":21,"postID":8162,"quote":"","Post":{"postID":8162,"title":"DB 101 en Español- Bibliografía adicional","body":"Comunicaciones Extraordinarias
Comunicaciones Extraordinarias: Una guía para desarrollar una comunicación significativa con niños y jóvenes adultos con sordoceguera fue desarrollado por Perkins
School for the Blind en el año 1999. Sus editoras son las prestigiosas
profesionales: Marianne Riggio y Barbara Miles.
Versión completa. 348 páginas.
http://perkinsla.org/recursosbiblio/Remarkable%20c...
El uso del pasaporte de comunicación en el desarrollo de la comunicación y de la Interacción en personas con sordoceguera y con deficiencia múltiple sensorial
Este artículo en español comparte una valiosa estrategia como el Pasaporte de comunicación que permite mejorar la interacciones de las personas con sordoceguera y /o discapacidad múltiple con los demás.
18 páginas-
http://perkinsla.org/recursosbiblio/ESPANHOL.pdf
Una Guía de Auto-Evaluación para Valorar la Calidad de las Interacciones con un Alumno con Sordoceguera
Esta guía presenta una lista de preguntas que usted se puede hacer para evaluar la calidad de su interacción con una persona con sordoceguera. Esto con el propósito de mejorar la comunicación y por ende el aprendizaje.
http://files.cadbs.org/200001057-df14be00e2/Fact%2...
","userID":2021,"timestamp":"2016-04-08T18:52:42.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1020,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":2021,"userName":"Gloria Rodriguez-Gil","email":"glorg98@yahoo.com","photo":"/Uploads/photo_2021.jpg","firstName":"Gloria","lastName":"Rodriguez-Gil","city":"Watertown","stateID":"CA","bio":"Gloria Rodriguez-Gil, MEd, Latin America and Caribbean Regional Coordinator for Perkins International, has nearly 30 years of experience in the field of special education with an emphasis on blindness and visual impairments, multiple disabilities and deaf-blindness. Her leadership efforts began in her country of origin Costa Rica, where she was an innovative teacher, founder and developer at the first deafblind education program in Central America. She was also co-creator of the first master’s degree program in multiple disability and deafblind education at the prestigious Universidad de Costa Rica. Gloria has also worked for 15 years for California Deaf-Blind Services providing technical assistance and training, and writing multiple technical articles. Rodriguez-Gil previously served as a Bilingual Coordinator for the federally-funded Project SALUTE, and as an international consultant for Perkins International in Latin America.\r\n\r\nGloria Rodríguez-Gil, MEd, Coordinadora Regional para América Latina y el Caribe para Perkins International, cuenta con casi 30 años de experiencia en el campo de la educación especial, con énfasis en ceguera y deficiencia visual, discapacidad múltiple y sordo-ceguera. Sus esfuerzos de liderazgo comenzaron en su país natal Costa Rica donde se distinguió como docente innovadora, fundadora y desarrolladora del primer programa de la educación de sordociegos en Centroamérica. También fue co-creadora del programa de grado de la primera maestría en discapacidad múltiple y la educación de sordociegos en la prestigiosa Universidad de Costa Rica. Gloria trabajó por 15 años para los Servicios de California para la Sordo-ceguera proporcionando asistencia técnica y capacitación, durante esta labor publicó múltiples artículos técnicos. 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Sus esfuerzos de liderazgo comenzaron en su país natal Costa Rica donde se distinguió como docente innovadora, fundadora y desarrolladora del primer programa de la educación de sordociegos en Centroamérica. También fue co-creadora del programa de grado de la primera maestría en discapacidad múltiple y la educación de sordociegos en la prestigiosa Universidad de Costa Rica. Gloria trabajó por 15 años para los Servicios de California para la Sordo-ceguera proporcionando asistencia técnica y capacitación, durante esta labor publicó múltiples artículos técnicos. 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El mismo permite comprender el proceso que se da en la adquisición de la lengua de señas, donde no basta hacer la seña de vez en cuando para que sea comprendida e incorporada por el niño. Estos procesos comunicativos que generamos en la sala de clases, habitualmente cuesta que sean realizados en casa, puesto que la familia espera una respuesta de comunicación tradicional.
Se presentan las seis etapas de la comunicación gestual donde todos podemos participar y aportar hasta llegar a la lengua de señas formal. En el vídeo se puede ver como las señas acompañan los diferentes momentos de la rutina, también pusimos el acento en que fuera didáctico definiendo, por ejemplo, el concepto de gestos naturales y, haciendo algunas consideraciones relevantes para tener en cuenta al comunicarse con una persona que presenta baja visión o sordoceguera.
Duración: 6minutos 17 segundos.
Para visualizarlo, ingresar en:
","userID":2021,"timestamp":"2016-04-08T19:02:19.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":832,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"User":{"userID":2021,"userName":"Gloria Rodriguez-Gil","email":"glorg98@yahoo.com","photo":"/Uploads/photo_2021.jpg","firstName":"Gloria","lastName":"Rodriguez-Gil","city":"Watertown","stateID":"CA","bio":"Gloria Rodriguez-Gil, MEd, Latin America and Caribbean Regional Coordinator for Perkins International, has nearly 30 years of experience in the field of special education with an emphasis on blindness and visual impairments, multiple disabilities and deaf-blindness. 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Sus esfuerzos de liderazgo comenzaron en su país natal Costa Rica donde se distinguió como docente innovadora, fundadora y desarrolladora del primer programa de la educación de sordociegos en Centroamérica. También fue co-creadora del programa de grado de la primera maestría en discapacidad múltiple y la educación de sordociegos en la prestigiosa Universidad de Costa Rica. Gloria trabajó por 15 años para los Servicios de California para la Sordo-ceguera proporcionando asistencia técnica y capacitación, durante esta labor publicó múltiples artículos técnicos. 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Sus esfuerzos de liderazgo comenzaron en su país natal Costa Rica donde se distinguió como docente innovadora, fundadora y desarrolladora del primer programa de la educación de sordociegos en Centroamérica. También fue co-creadora del programa de grado de la primera maestría en discapacidad múltiple y la educación de sordociegos en la prestigiosa Universidad de Costa Rica. Gloria trabajó por 15 años para los Servicios de California para la Sordo-ceguera proporcionando asistencia técnica y capacitación, durante esta labor publicó múltiples artículos técnicos. 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My first wish for 2015 for our Community is that, “May Everyone, no matter their condition, have a form to communicate, something of their interest to communicate, and someone to communicate with.” ","userID":2021,"timestamp":"2015-01-02T12:33:46.51","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307","Post":{"postID":4146,"title":"Integrating Preferences and Objects in a Calendar or Routine","body":"In this clip, Jennifer, a classroom teacher describes her teamwork with an intervener and a student to embed highly preferred objects into a calendar or routine. \r\n\r\nJennifer's work is an example of some of Charity's own early research in using object symbols with students who are deafblind and other students with emergent communication skills. Still a vibrant and practical idea for supporting emergent communicators! Love how the student's voice is \"heard\" as he plans his activities for the day!","userID":2016,"timestamp":"2015-01-15T10:59:49.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Teacher's testimony on how they begin offering choices using tangible symbols to a student at school and at home, and how this opened up a new world for this individual, for the school staff and the family. ","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2134,"postID":4110,"userID":2021,"timestamp":"2015-01-26T12:17:01.033","Post":{"postID":4110,"title":"Coaching ","body":"Is anyone interested in coaching families? \r\nI just came across this fabulous resource from Dr. Juliann Woods and colleagues at Florida State University. I thought it might be helpful for our community so I posted it to share. Happy Coaching everyone. ","userID":1015,"timestamp":"2015-01-01T17:37:30.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":65,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2135,"postID":4221,"userID":2021,"timestamp":"2015-01-27T13:56:39.413","Post":{"postID":4221,"title":"Choice Board: Selecting a Text","body":"Hello! Our learners have been utilizing this choice board in communicating which type and genre of text they would like...Enjoy! :)","userID":3157,"timestamp":"2015-01-26T17:18:22.833","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice choice making example","show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2138,"postID":4227,"userID":2021,"timestamp":"2015-01-29T15:18:15.23","Post":{"postID":4227,"title":"Remnant Books","body":"On Monday (or any other day,) our students may come to school with news to share! When our students arrive home, they may have school news to share, too! Great ideas for the exchanging of information: levels V, VI, VII! \r\n\r\nhttp://www.talklink.org.nz/index.php/2015/01/07/tip-of-the-month-january-2015-remnant-books/","userID":2020,"timestamp":"2015-01-29T09:38:08.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great resource on remnant books (books that record the student's experiences)","show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2141,"postID":4229,"userID":2021,"timestamp":"2015-01-30T04:17:45.513","Post":{"postID":4229,"title":"Presentation on the CM Community at ATIA","body":"Charity Rowland, Alexandria Cook, Emily Quinn and Gayl Bowser are presenting today at ATIA! They will talking about this Community. If you are attending, come check out their talk today at 2:20pm. 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The tactile symbols are well described, it includes a picture of each symbol. Here is the link:\r\nhttp://www.tsbvi.edu/tactile-symbols","userID":2021,"timestamp":"2015-01-31T15:19:02.117","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Comprehensive resource on tactile symbols","show":true,"views":1463,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}}],"UserTypeLookups":[{"userTypeLookupID":4345,"userID":2021,"userTypeID":2,"type":"International Regional Coordinator","UserType":{"userTypeID":2,"type":"Educator","main":true,"largeIcon":"ELarge.png","smallIcon":"ESmall.png"}}],"Posts":[{"postID":2465,"title":"SIX TED TALKS ON TECHNOLOGY FOR THE BLIND","body":"Following is a link to 6 inspiring and innovative Ted talks on technology for the blind: 1)A person who is blind and his experience with technology and reading; 2)Making a car for drivers who are blind; 3) Smart phone for the visually impaired; 4)The experience of teaching photography to blind adults; 5) An electronic device who can send images to the brain; 6)Issues in regard to audio description in movies and its great importance for people who are visually impaired. The link:\r\nhttp://blog.ted.com/2013/09/11/how-technology-is-changing-blindness/","userID":2021,"timestamp":"2014-07-25T07:23:34.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":755,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1036,"postID":2465,"userID":9043,"timestamp":"2014-07-25T11:01:29.103"},{"starID":1037,"postID":2465,"userID":1012,"timestamp":"2014-07-25T13:42:10.623"}],"PostCollectionItems":[]},{"postID":4052,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4118,"title":"Happy New Year!","body":"Happy New Year to Everyone! I’ll be your host for the next month. My first wish for 2015 for our Community is that, “May Everyone, no matter their condition, have a form to communicate, something of their interest to communicate, and someone to communicate with.” ","userID":2021,"timestamp":"2015-01-02T12:33:46.51","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2111,"postID":4118,"userID":2016,"timestamp":"2015-01-03T16:07:47.433"},{"starID":2114,"postID":4118,"userID":2021,"timestamp":"2015-01-04T15:24:54.46"},{"starID":2115,"postID":4118,"userID":1012,"timestamp":"2015-01-05T09:22:19.787"}],"PostCollectionItems":[]},{"postID":4119,"title":"Feliz Año Nuevo!","body":"Feliz Año Nuevo a todos! Voy a ser su anfitriona durante este mes. Mi primer deseo en el 2015 para nuestra Comunidad es, “Que todo el mundo, sin importar su condición, tenga una forma de comunicarse, algo de su interés para comunicar, y alguien con quien comunicarse.\" ","userID":2021,"timestamp":"2015-01-02T12:34:31.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4120,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4121,"title":"\"Effective Access to Communication and Literacy for Students with Visual Impairments and Multiple Disabliites\"","body":"I want to share a webinar by Faye Gonzalez (VI teacher and O&M instructor with expertise in AT) called “Effective Access to Communication and Literacy for Students with Visual and Multiple Disabilities”. A statistic she gave in her presentation caught my attention: Over 40% of the brain is devoted to visual functioning so it’s not surprising that a high percentage of children with multiple disabilities with brain injury are visually impaired. The webinar provides good information and tips on accessibility to communication symbols. She makes the case of the importance of Speech and Language Therapist and VI teacher collaboration. It’s about one hour long but it goes fast. There is a brief interruption towards the beginning of the webinar but it gets resolved pretty quickly. Let me know what ideas you found useful to you or to share with others. Following the link:\r\n\r\nhttp://www.perkinselearning.org/webinar/effective-access-communication-and-literacy-students-visual-and-multiple-disabilities\r\n","userID":2021,"timestamp":"2015-01-03T12:31:32.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great post on accessibility to communication symbols","show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4126,"title":"","body":"Amy Parker said Hi friends, someone let me know that one of the links wasn't working?\n\nThe main NCDB website is here: https://nationaldb.org/ and one can use the search option to find the early identification tool by Barb's name or by looking in the library section of the website as well. \n\nThanks!\n","userID":2021,"timestamp":"2015-01-07T13:22:26.343","posted":false,"featured":true,"originalPostID":4124,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4127,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4128,"title":"Coming up online training on Alternative and Augmentative Communication for Students with Visual Impairments and Additional Disabilities ","body":"Hi Everyone, a new online training is coming up on Alternative and Augmentative Communication for Students with Visual Impairments and Additional Disabilities with Megan Mogan, MS, CCC-SLP on Jan 12th. If you are interested here is the link for registration:\r\nhttp://www.perkinselearning.org/online-class/augmentative-alternative-communication-strategies-for-students-with-visual-impairments-additional-disabilities?utm_campaign=educator%20series%20january%202015&utm_source=educator%20series&utm_medium=email","userID":2021,"timestamp":"2015-01-07T13:38:02.01","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"New communication online training coming up. Check it out!","show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2119,"postID":4128,"userID":9043,"timestamp":"2015-01-07T14:35:48.043"},{"starID":2122,"postID":4128,"userID":1012,"timestamp":"2015-01-12T09:39:36.413"}],"PostCollectionItems":[]},{"postID":4132,"title":"","body":"Gloria Rodriguez-Gil said ","userID":2021,"timestamp":"2015-01-09T17:46:34.33","posted":false,"featured":true,"originalPostID":4129,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4133,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4134,"title":"","body":"Gloria Rodriguez-Gil said ","userID":2021,"timestamp":"2015-01-09T17:47:22.263","posted":false,"featured":true,"originalPostID":4129,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4135,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4144,"title":"Communication Supports Inventory- Children & Youth (CSI-CY)","body":"CSI-CY is a tool to help professionals working with students with complex communication needs make educational plans that are comprehensive enough to capture their strengths and restrictions. The CSI-CY is an inventory designed to make goal writing easier for teachers and speech-language pathologists who work with students who are augmentative and alternative communication (AAC) users or potential users. You can find a video and a PDF in the following link:\r\nhttp://icfcy.org/aac","userID":2021,"timestamp":"2015-01-14T11:48:02.647","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Very useful tool to help teachers and SLP's to write goals for ACC users.","show":true,"views":1800,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2124,"postID":4144,"userID":1012,"timestamp":"2015-01-14T15:58:47.657"},{"starID":2133,"postID":4144,"userID":2020,"timestamp":"2015-01-22T14:30:45.157"}],"PostCollectionItems":[]},{"postID":4145,"title":"Lista de recursos sobre comunicación con personas con sordoceguera","body":"El Centro Nacional sobre Sordoceguera (NCDB) de los Estados Unidos tiene una lista muy completa sobre temas relacionados con la comunicación con las personas son sordoceguera. Muchas de las estrategias descritas se pueden utilizar con otras poblaciones con discapacidad múltiple. Este recurso lo pueden encontrar en el siguiente enlace https://nationaldb.org/pages/show/comunicacion?cms=true","userID":2021,"timestamp":"2015-01-14T14:11:00.473","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Gran recurso sobre Información relacionada con la sordoceguera y discapacidad múltiple","show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2125,"postID":4145,"userID":1012,"timestamp":"2015-01-14T15:58:57.21"},{"starID":2126,"postID":4145,"userID":9043,"timestamp":"2015-01-15T12:30:15.207"}],"PostCollectionItems":[]},{"postID":4156,"title":"Conoces la Matriz de Comunicación? ","body":"La Matriz de Comunicación es un instrumento de evaluación accesible en línea para evaluar las destrezas comunicativas para personas de cualquier edad, cualquier tipo o grado de discapacidad que estén en las etapas iniciales de la comunicación. (Nota: en el niño con desarrollo normal, el rango de destrezas comunicativas que cubre la Matriz estaría entre los 0 y 24 meses de edad). NO es adecuada para personas que ya utilizan alguna forma de lenguaje con sentido y fluidez. La puedes encontrar en español en http://www.communicationmatrix.org/default.aspx","userID":2021,"timestamp":"2015-01-18T08:49:39.797","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Promoting the Communication Matrix among Spanish speaking users","show":true,"views":71593,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6133,"postID":4156,"userID":10688,"timestamp":"2022-03-22T14:27:16.397"},{"starID":6161,"postID":4156,"userID":303353,"timestamp":"2023-11-28T03:22:14.09"},{"starID":6167,"postID":4156,"userID":309658,"timestamp":"2024-02-23T05:05:43.707"},{"starID":6182,"postID":4156,"userID":343784,"timestamp":"2025-09-03T01:10:23.93"}],"PostCollectionItems":[]},{"postID":4218,"title":"Bookshare","body":"Great video that explains the benefits of Bookshare for people with \"print disabilities\" Find it in the Bookshare blog at\r\nBookshareblog@wpengine.com\r\n\r\n","userID":2021,"timestamp":"2015-01-23T19:58:50.267","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Video that explains the importance of Bookshare for people with print disabilities.","show":true,"views":34,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4219,"title":"Calendars","body":"Well detailed resource from Texas School for the Blind on the use of calendars for all kinds of purposes: time, sequencing, choice, etc. It provides easy to follow explanations and good examples with clear photographs. Following the link:\r\nhttp://www.tsbvi.edu/distance/communication/calendars/introduction/index.html\r\n","userID":2021,"timestamp":"2015-01-26T12:30:00.15","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Excellent information on calendars ","show":true,"views":291,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4223,"title":"","body":"Gloria Rodriguez-Gil said ","userID":2021,"timestamp":"2015-01-27T13:55:14.613","posted":false,"featured":true,"originalPostID":4221,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4224,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4225,"title":"","body":"Gloria Rodriguez-Gil said Thank you for sharing. Great examples of choice making using pictures. Also expressing a like and don't like opinion and if the learner wants to continue or is all done. Simple, black and white contrast. Do you want to describe how the learner and the person working with him or her use these boards?","userID":2021,"timestamp":"2015-01-27T13:55:29.07","posted":false,"featured":true,"originalPostID":4221,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4226,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4229,"title":"Presentation on the CM Community at ATIA","body":"Charity Rowland, Alexandria Cook, Emily Quinn and Gayl Bowser are presenting today at ATIA! They will talking about this Community. If you are attending, come check out their talk today at 2:20pm. They will be answering questions via Facebook so even if you can't go, you can see and ask questions.","userID":2021,"timestamp":"2015-01-30T04:16:49.75","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"About our Community today at ATIA!","show":true,"views":89,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2141,"postID":4229,"userID":2021,"timestamp":"2015-01-30T04:17:45.513"}],"PostCollectionItems":[]},{"postID":4252,"title":"Tactile Symbol List","body":"Texas School for the Blind has a comprehensive list of examples of tactile symbols divided in the following categories: time, events, places, people, emotions, objects, food, actions, gym and words of often use. The tactile symbols are well described, it includes a picture of each symbol. Here the link:\r\nhttp://www.tsbvi.edu/tactile-symbols","userID":2021,"timestamp":"2015-01-31T15:17:44.187","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4253,"title":"Tactile Symbol List","body":"Texas School for the Blind has a comprehensive list of examples of tactile symbols divided in the following categories: time, events, places, people, emotions, objects, food, actions, gym and words often used. The tactile symbols are well described, it includes a picture of each symbol. Here is the link:\r\nhttp://www.tsbvi.edu/tactile-symbols","userID":2021,"timestamp":"2015-01-31T15:19:02.117","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Comprehensive resource on tactile symbols","show":true,"views":1463,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2144,"postID":4253,"userID":2021,"timestamp":"2015-01-31T15:19:56.077"}],"PostCollectionItems":[]},{"postID":4254,"title":"Assessment, approach, point of view, strategies","body":"In the spring of 2014 my former colleagues from California Deafblind Services and I wrote 3 articles on assessment. This community may find it useful as communication is involved in every educational process, including assessment. The articles are: “What Does Follow the Child Mean” by David Brown, “Capacity of Deficit? The Lens We Use to View Students Does Make a Difference” by Julie Maier, and “Table Computers and Apps as Informal Assessment Tools” written by me. Following the link: http://www.cadbs.org/newsletter/resources-spring-2014/","userID":2021,"timestamp":"2015-01-31T15:48:29.4","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"3 articles on assessment that may elicit some thinking and discussion","show":true,"views":473,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4255,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4256,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4257,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4258,"title":"Evaluación, abordaje, punto de vista y estrategias","body":"En la primavera del 2014 mis antiguos colegas de Los Servicios de California para la Sordoceguera y yo escribimos 3 artículos sobre evaluación. Esta comunidad los puedan encontrar útil ya que la comunicación está involucrada en todos los procesos educativos, incluyendo la evaluación. Estos artículos son: ¿Qué quiere decir “Seguir al Niño”? por David Brown, ¿Capacidad o Déficit? El Lente que Usamos para ver lo que los Alumnos Realizan Hace una Diferencia por Julie Maier, y Las Computadoras Tabletas y las Aplicaciones (APPs) como Herramientas para una Evaluación Informal por Gloria Rodríguez-Gil. A continuación el enlace:http://www.cadbs.org/es/boletines-informativos/primavera-del-2014/","userID":2021,"timestamp":"2015-01-31T15:53:11.293","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"3 artículos sobre evaluación que pueden generar discusión","show":true,"views":218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8161,"title":"DB 101 en Español - Comunicación del National Center on Deaf-blindness es una recopilación de artículos. ","body":"Visión de Conjunto
Interacciones De Comunicación: Hacen Falta Dos
Breve descripción de algunas características de la comunicación y presenta un ejemplo de interacción comunicativa.
http://documents.nationaldb.org/products/comm-span...
Comunicación Receptiva: Cómo los Niños Entienden Nuestros Mensajes
Explica las circunstancias especiales que se dan en la comunicación con un niño que es sordo-ciego y presenta estrategias para incrementar las habilidades de comunicación receptiva.
http://documents.nationaldb.org/products/receptive...
Comunicación Expresiva: Cómo los Niños nos Envían Mensajes
Presenta el continuo de modos de comunicación expresiva utilizados por los niños que son sordo-ciegos, junto con ejemplos.
http://documents.nationaldb.org/products/exp-span....
Enseñanza de la Comunicación Prelingüística
Trata de cómo se puede alentar y enseñar a los niños a usar gestos y vocalizaciones para comunicarse intencionalmente.
http://documents.nationaldb.org/products/PMT-Spani...
La Ruta al Simbolismo
Describe la importancia de las experiencias de comunicación temprana para el
desarrollo de la comunicación simbólica en niños que son sordo-ciegos.
http://documents.nationaldb.org/products/Symbolism...
Déjame Revisar Mi Calendario
Trata el uso de sistemas de calendario con estudiantes que son sordo-ciegos.
http://www.tsbvi.edu/component/content/article/131...
Estrategias para Crear un Ambiente Rico en Comunicación para Niños que son Sordo-Ciegos
Describe las creencias básicas y puntos clave para crear entornos ricos en comunicación para niños que son sordo-ciegos.
http://files.cadbs.org/200000107-8f616905b1/39Comm...
El Aprendizaje a Través del Tacto
Definiciones Seleccionadas - Proyecto SALUTE
Esta lista de estrategias táctiles representa una síntesis de opiniones de expertos y médicos en el campo y una revisión de la literatura.
http://www.projectsalute.net/Learned/Learnedhtml/D...
Hablar El Lenguaje De Las Manos
Trata el rol que desempeñan las manos en el desarrollo típico y qué es importante acerca de las manos y el tacto para el desarrollo de niños que son sordo-ciegos.
http://documents.nationaldb.org/products/handspan....
Adaptaciones Exitosas para Aprender a Utilizar con Eficacia Touch - Proyecto SALUTE
Este sitio web proporciona un extenso recurso para el uso de estrategias táctiles en el trabajo con niños que son sordo-ciegos. Una colección de Hojas de Información en español proporciona descripciones de importantes formas de comunicación.
http://www.projectsalute.net/Learned/Learnedhtml/L...
Algunas Cosas que Aprender de “Aprendiendo a Través del Tacto”
Un breve resumen de la fisiología del tacto y cómo desarrollar las funciones de la mano para los niños con discapacidad sensorial.
http://www.tsbvi.edu/seehear/spring05/things-span....
","userID":2021,"timestamp":"2016-04-08T18:26:36.94","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":30,"collectionID":21,"postID":8161,"quote":""}]},{"postID":8162,"title":"DB 101 en Español- Bibliografía adicional","body":"Comunicaciones Extraordinarias
Comunicaciones Extraordinarias: Una guía para desarrollar una comunicación significativa con niños y jóvenes adultos con sordoceguera fue desarrollado por Perkins
School for the Blind en el año 1999. Sus editoras son las prestigiosas
profesionales: Marianne Riggio y Barbara Miles.
Versión completa. 348 páginas.
http://perkinsla.org/recursosbiblio/Remarkable%20c...
El uso del pasaporte de comunicación en el desarrollo de la comunicación y de la Interacción en personas con sordoceguera y con deficiencia múltiple sensorial
Este artículo en español comparte una valiosa estrategia como el Pasaporte de comunicación que permite mejorar la interacciones de las personas con sordoceguera y /o discapacidad múltiple con los demás.
18 páginas-
http://perkinsla.org/recursosbiblio/ESPANHOL.pdf
Una Guía de Auto-Evaluación para Valorar la Calidad de las Interacciones con un Alumno con Sordoceguera
Esta guía presenta una lista de preguntas que usted se puede hacer para evaluar la calidad de su interacción con una persona con sordoceguera. Esto con el propósito de mejorar la comunicación y por ende el aprendizaje.
http://files.cadbs.org/200001057-df14be00e2/Fact%2...
","userID":2021,"timestamp":"2016-04-08T18:52:42.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1020,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":31,"collectionID":21,"postID":8162,"quote":""}]},{"postID":8163,"title":"Iniciando el uso de la Lengua de Señas","body":"Este vídeo, realizado por Corpaliv- Chile nos permite atender a los detalles de la comunicación, la riqueza que implica utilizar los gestos, las señas y la voz, estableciendo contacto por más de una vía sensorial a la vez.
El mismo permite comprender el proceso que se da en la adquisición de la lengua de señas, donde no basta hacer la seña de vez en cuando para que sea comprendida e incorporada por el niño. Estos procesos comunicativos que generamos en la sala de clases, habitualmente cuesta que sean realizados en casa, puesto que la familia espera una respuesta de comunicación tradicional.
Se presentan las seis etapas de la comunicación gestual donde todos podemos participar y aportar hasta llegar a la lengua de señas formal. En el vídeo se puede ver como las señas acompañan los diferentes momentos de la rutina, también pusimos el acento en que fuera didáctico definiendo, por ejemplo, el concepto de gestos naturales y, haciendo algunas consideraciones relevantes para tener en cuenta al comunicarse con una persona que presenta baja visión o sordoceguera.
Duración: 6minutos 17 segundos.
Para visualizarlo, ingresar en:
","userID":2021,"timestamp":"2016-04-08T19:02:19.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":832,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":32,"collectionID":21,"postID":8163,"quote":""}]},{"postID":8380,"title":"ICEVI Conference","body":"","userID":2021,"timestamp":"2016-08-10T15:50:27.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":103,"location":"Rosen Centre Hotel, Orlando, Florida","locationLat":"28.5383355","locationLong":"-81.37923649999999","isEvent":true,"personOrganization":"WBU_IVEVI","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":10201,"title":"III Congreso Internacional de Terapia de Lenguaje","body":"La Universidad Santa Paula, les invita a celebrar el III Congreso Internacional de Terapia del Lenguaje, “Proyectando Nuevas Tendencias”, a realizarse los días 7 y 8 de Julio del 2017 en el Aurola Holiday Inn San José, Costa Rica\n\nEn esta oportunidad ampliaremos cada uno de los ejes temáticos de nuestro congreso que son fundamentales en el desarrollo estratégico de planes de acción sobre las alteraciones de la comunicación, lenguaje, habla, voz y deglución en América y Europa a través de experiencias y actualizaciones.\n\nEn dicho Congreso se estará presentando la Matriz de Comunicación. \n\nhttp://congresoterapiadellenguaje.com/inicio/","userID":2021,"timestamp":"2017-06-25T17:46:35.13","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-07-07T00:00:00","eventEndDate":"2017-07-08T00:00:00","moderatorID":null,"justification":null,"show":true,"views":161,"location":"San Jose, Costa Rica","locationLat":"9.9280694","locationLong":"-84.09072459999999","isEvent":true,"personOrganization":"Universidad Santa Paula","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":10202,"title":"DBI Network of the Americas Conference/Partnerships for Lifelong Learning","body":"Call for Papers. Due date June 30th \nhttp://www.perkins.org/get-involved/events/dbi","userID":2021,"timestamp":"2017-06-25T17:54:11.927","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":103,"location":"Cape Cod, MA","locationLat":"41.6687897","locationLong":"-70.29624079999996","isEvent":true,"personOrganization":"Perkins School for the Blind","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":10203,"title":"DBI Network of the Americas Conference - Partnerships for Lifelong Learning","body":"Call for papers Due June 30th\nEarly-bird registration opens Aug. 1, 2017\nFor more information click http://www.perkins.org/get-involved/events/dbi\n\n","userID":2021,"timestamp":"2017-06-25T17:57:30.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":137,"location":"Hyannis Cape Cod MA","locationLat":"41.6524911","locationLong":"-70.28811239999999","isEvent":true,"personOrganization":"Perkins School for the Blind","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}],"Posts1":[{"postID":2465,"title":"SIX TED TALKS ON TECHNOLOGY FOR THE BLIND","body":"Following is a link to 6 inspiring and innovative Ted talks on technology for the blind: 1)A person who is blind and his experience with technology and reading; 2)Making a car for drivers who are blind; 3) Smart phone for the visually impaired; 4)The experience of teaching photography to blind adults; 5) An electronic device who can send images to the brain; 6)Issues in regard to audio description in movies and its great importance for people who are visually impaired. The link:\r\nhttp://blog.ted.com/2013/09/11/how-technology-is-changing-blindness/","userID":2021,"timestamp":"2014-07-25T07:23:34.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":755,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1036,"postID":2465,"userID":9043,"timestamp":"2014-07-25T11:01:29.103"},{"starID":1037,"postID":2465,"userID":1012,"timestamp":"2014-07-25T13:42:10.623"}],"PostCollectionItems":[]},{"postID":4052,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4118,"title":"Happy New Year!","body":"Happy New Year to Everyone! I’ll be your host for the next month. My first wish for 2015 for our Community is that, “May Everyone, no matter their condition, have a form to communicate, something of their interest to communicate, and someone to communicate with.” ","userID":2021,"timestamp":"2015-01-02T12:33:46.51","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2111,"postID":4118,"userID":2016,"timestamp":"2015-01-03T16:07:47.433"},{"starID":2114,"postID":4118,"userID":2021,"timestamp":"2015-01-04T15:24:54.46"},{"starID":2115,"postID":4118,"userID":1012,"timestamp":"2015-01-05T09:22:19.787"}],"PostCollectionItems":[]},{"postID":4119,"title":"Feliz Año Nuevo!","body":"Feliz Año Nuevo a todos! Voy a ser su anfitriona durante este mes. Mi primer deseo en el 2015 para nuestra Comunidad es, “Que todo el mundo, sin importar su condición, tenga una forma de comunicarse, algo de su interés para comunicar, y alguien con quien comunicarse.\" ","userID":2021,"timestamp":"2015-01-02T12:34:31.513","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4120,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4121,"title":"\"Effective Access to Communication and Literacy for Students with Visual Impairments and Multiple Disabliites\"","body":"I want to share a webinar by Faye Gonzalez (VI teacher and O&M instructor with expertise in AT) called “Effective Access to Communication and Literacy for Students with Visual and Multiple Disabilities”. A statistic she gave in her presentation caught my attention: Over 40% of the brain is devoted to visual functioning so it’s not surprising that a high percentage of children with multiple disabilities with brain injury are visually impaired. The webinar provides good information and tips on accessibility to communication symbols. She makes the case of the importance of Speech and Language Therapist and VI teacher collaboration. It’s about one hour long but it goes fast. There is a brief interruption towards the beginning of the webinar but it gets resolved pretty quickly. Let me know what ideas you found useful to you or to share with others. Following the link:\r\n\r\nhttp://www.perkinselearning.org/webinar/effective-access-communication-and-literacy-students-visual-and-multiple-disabilities\r\n","userID":2021,"timestamp":"2015-01-03T12:31:32.59","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great post on accessibility to communication symbols","show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4126,"title":"","body":"Amy Parker said Hi friends, someone let me know that one of the links wasn't working?\n\nThe main NCDB website is here: https://nationaldb.org/ and one can use the search option to find the early identification tool by Barb's name or by looking in the library section of the website as well. \n\nThanks!\n","userID":2021,"timestamp":"2015-01-07T13:22:26.343","posted":false,"featured":true,"originalPostID":4124,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4127,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4128,"title":"Coming up online training on Alternative and Augmentative Communication for Students with Visual Impairments and Additional Disabilities ","body":"Hi Everyone, a new online training is coming up on Alternative and Augmentative Communication for Students with Visual Impairments and Additional Disabilities with Megan Mogan, MS, CCC-SLP on Jan 12th. If you are interested here is the link for registration:\r\nhttp://www.perkinselearning.org/online-class/augmentative-alternative-communication-strategies-for-students-with-visual-impairments-additional-disabilities?utm_campaign=educator%20series%20january%202015&utm_source=educator%20series&utm_medium=email","userID":2021,"timestamp":"2015-01-07T13:38:02.01","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"New communication online training coming up. Check it out!","show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2119,"postID":4128,"userID":9043,"timestamp":"2015-01-07T14:35:48.043"},{"starID":2122,"postID":4128,"userID":1012,"timestamp":"2015-01-12T09:39:36.413"}],"PostCollectionItems":[]},{"postID":4132,"title":"","body":"Gloria Rodriguez-Gil said ","userID":2021,"timestamp":"2015-01-09T17:46:34.33","posted":false,"featured":true,"originalPostID":4129,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4133,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4134,"title":"","body":"Gloria Rodriguez-Gil said ","userID":2021,"timestamp":"2015-01-09T17:47:22.263","posted":false,"featured":true,"originalPostID":4129,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4135,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4144,"title":"Communication Supports Inventory- Children & Youth (CSI-CY)","body":"CSI-CY is a tool to help professionals working with students with complex communication needs make educational plans that are comprehensive enough to capture their strengths and restrictions. The CSI-CY is an inventory designed to make goal writing easier for teachers and speech-language pathologists who work with students who are augmentative and alternative communication (AAC) users or potential users. You can find a video and a PDF in the following link:\r\nhttp://icfcy.org/aac","userID":2021,"timestamp":"2015-01-14T11:48:02.647","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Very useful tool to help teachers and SLP's to write goals for ACC users.","show":true,"views":1800,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2124,"postID":4144,"userID":1012,"timestamp":"2015-01-14T15:58:47.657"},{"starID":2133,"postID":4144,"userID":2020,"timestamp":"2015-01-22T14:30:45.157"}],"PostCollectionItems":[]},{"postID":4145,"title":"Lista de recursos sobre comunicación con personas con sordoceguera","body":"El Centro Nacional sobre Sordoceguera (NCDB) de los Estados Unidos tiene una lista muy completa sobre temas relacionados con la comunicación con las personas son sordoceguera. Muchas de las estrategias descritas se pueden utilizar con otras poblaciones con discapacidad múltiple. Este recurso lo pueden encontrar en el siguiente enlace https://nationaldb.org/pages/show/comunicacion?cms=true","userID":2021,"timestamp":"2015-01-14T14:11:00.473","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Gran recurso sobre Información relacionada con la sordoceguera y discapacidad múltiple","show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2125,"postID":4145,"userID":1012,"timestamp":"2015-01-14T15:58:57.21"},{"starID":2126,"postID":4145,"userID":9043,"timestamp":"2015-01-15T12:30:15.207"}],"PostCollectionItems":[]},{"postID":4156,"title":"Conoces la Matriz de Comunicación? ","body":"La Matriz de Comunicación es un instrumento de evaluación accesible en línea para evaluar las destrezas comunicativas para personas de cualquier edad, cualquier tipo o grado de discapacidad que estén en las etapas iniciales de la comunicación. (Nota: en el niño con desarrollo normal, el rango de destrezas comunicativas que cubre la Matriz estaría entre los 0 y 24 meses de edad). NO es adecuada para personas que ya utilizan alguna forma de lenguaje con sentido y fluidez. La puedes encontrar en español en http://www.communicationmatrix.org/default.aspx","userID":2021,"timestamp":"2015-01-18T08:49:39.797","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Promoting the Communication Matrix among Spanish speaking users","show":true,"views":71593,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6133,"postID":4156,"userID":10688,"timestamp":"2022-03-22T14:27:16.397"},{"starID":6161,"postID":4156,"userID":303353,"timestamp":"2023-11-28T03:22:14.09"},{"starID":6167,"postID":4156,"userID":309658,"timestamp":"2024-02-23T05:05:43.707"},{"starID":6182,"postID":4156,"userID":343784,"timestamp":"2025-09-03T01:10:23.93"}],"PostCollectionItems":[]},{"postID":4218,"title":"Bookshare","body":"Great video that explains the benefits of Bookshare for people with \"print disabilities\" Find it in the Bookshare blog at\r\nBookshareblog@wpengine.com\r\n\r\n","userID":2021,"timestamp":"2015-01-23T19:58:50.267","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Video that explains the importance of Bookshare for people with print disabilities.","show":true,"views":34,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4219,"title":"Calendars","body":"Well detailed resource from Texas School for the Blind on the use of calendars for all kinds of purposes: time, sequencing, choice, etc. It provides easy to follow explanations and good examples with clear photographs. Following the link:\r\nhttp://www.tsbvi.edu/distance/communication/calendars/introduction/index.html\r\n","userID":2021,"timestamp":"2015-01-26T12:30:00.15","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Excellent information on calendars ","show":true,"views":291,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4223,"title":"","body":"Gloria Rodriguez-Gil said ","userID":2021,"timestamp":"2015-01-27T13:55:14.613","posted":false,"featured":true,"originalPostID":4221,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4224,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4225,"title":"","body":"Gloria Rodriguez-Gil said Thank you for sharing. Great examples of choice making using pictures. Also expressing a like and don't like opinion and if the learner wants to continue or is all done. Simple, black and white contrast. Do you want to describe how the learner and the person working with him or her use these boards?","userID":2021,"timestamp":"2015-01-27T13:55:29.07","posted":false,"featured":true,"originalPostID":4221,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4226,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4229,"title":"Presentation on the CM Community at ATIA","body":"Charity Rowland, Alexandria Cook, Emily Quinn and Gayl Bowser are presenting today at ATIA! They will talking about this Community. If you are attending, come check out their talk today at 2:20pm. They will be answering questions via Facebook so even if you can't go, you can see and ask questions.","userID":2021,"timestamp":"2015-01-30T04:16:49.75","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"About our Community today at ATIA!","show":true,"views":89,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2141,"postID":4229,"userID":2021,"timestamp":"2015-01-30T04:17:45.513"}],"PostCollectionItems":[]},{"postID":4252,"title":"Tactile Symbol List","body":"Texas School for the Blind has a comprehensive list of examples of tactile symbols divided in the following categories: time, events, places, people, emotions, objects, food, actions, gym and words of often use. The tactile symbols are well described, it includes a picture of each symbol. Here the link:\r\nhttp://www.tsbvi.edu/tactile-symbols","userID":2021,"timestamp":"2015-01-31T15:17:44.187","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4253,"title":"Tactile Symbol List","body":"Texas School for the Blind has a comprehensive list of examples of tactile symbols divided in the following categories: time, events, places, people, emotions, objects, food, actions, gym and words often used. The tactile symbols are well described, it includes a picture of each symbol. Here is the link:\r\nhttp://www.tsbvi.edu/tactile-symbols","userID":2021,"timestamp":"2015-01-31T15:19:02.117","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Comprehensive resource on tactile symbols","show":true,"views":1463,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2144,"postID":4253,"userID":2021,"timestamp":"2015-01-31T15:19:56.077"}],"PostCollectionItems":[]},{"postID":4254,"title":"Assessment, approach, point of view, strategies","body":"In the spring of 2014 my former colleagues from California Deafblind Services and I wrote 3 articles on assessment. This community may find it useful as communication is involved in every educational process, including assessment. The articles are: “What Does Follow the Child Mean” by David Brown, “Capacity of Deficit? The Lens We Use to View Students Does Make a Difference” by Julie Maier, and “Table Computers and Apps as Informal Assessment Tools” written by me. Following the link: http://www.cadbs.org/newsletter/resources-spring-2014/","userID":2021,"timestamp":"2015-01-31T15:48:29.4","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"3 articles on assessment that may elicit some thinking and discussion","show":true,"views":473,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4255,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4256,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4257,"title":"","body":"","userID":2021,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4258,"title":"Evaluación, abordaje, punto de vista y estrategias","body":"En la primavera del 2014 mis antiguos colegas de Los Servicios de California para la Sordoceguera y yo escribimos 3 artículos sobre evaluación. Esta comunidad los puedan encontrar útil ya que la comunicación está involucrada en todos los procesos educativos, incluyendo la evaluación. Estos artículos son: ¿Qué quiere decir “Seguir al Niño”? por David Brown, ¿Capacidad o Déficit? El Lente que Usamos para ver lo que los Alumnos Realizan Hace una Diferencia por Julie Maier, y Las Computadoras Tabletas y las Aplicaciones (APPs) como Herramientas para una Evaluación Informal por Gloria Rodríguez-Gil. A continuación el enlace:http://www.cadbs.org/es/boletines-informativos/primavera-del-2014/","userID":2021,"timestamp":"2015-01-31T15:53:11.293","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"3 artículos sobre evaluación que pueden generar discusión","show":true,"views":218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8161,"title":"DB 101 en Español - Comunicación del National Center on Deaf-blindness es una recopilación de artículos. ","body":"Visión de Conjunto
Interacciones De Comunicación: Hacen Falta Dos
Breve descripción de algunas características de la comunicación y presenta un ejemplo de interacción comunicativa.
http://documents.nationaldb.org/products/comm-span...
Comunicación Receptiva: Cómo los Niños Entienden Nuestros Mensajes
Explica las circunstancias especiales que se dan en la comunicación con un niño que es sordo-ciego y presenta estrategias para incrementar las habilidades de comunicación receptiva.
http://documents.nationaldb.org/products/receptive...
Comunicación Expresiva: Cómo los Niños nos Envían Mensajes
Presenta el continuo de modos de comunicación expresiva utilizados por los niños que son sordo-ciegos, junto con ejemplos.
http://documents.nationaldb.org/products/exp-span....
Enseñanza de la Comunicación Prelingüística
Trata de cómo se puede alentar y enseñar a los niños a usar gestos y vocalizaciones para comunicarse intencionalmente.
http://documents.nationaldb.org/products/PMT-Spani...
La Ruta al Simbolismo
Describe la importancia de las experiencias de comunicación temprana para el
desarrollo de la comunicación simbólica en niños que son sordo-ciegos.
http://documents.nationaldb.org/products/Symbolism...
Déjame Revisar Mi Calendario
Trata el uso de sistemas de calendario con estudiantes que son sordo-ciegos.
http://www.tsbvi.edu/component/content/article/131...
Estrategias para Crear un Ambiente Rico en Comunicación para Niños que son Sordo-Ciegos
Describe las creencias básicas y puntos clave para crear entornos ricos en comunicación para niños que son sordo-ciegos.
http://files.cadbs.org/200000107-8f616905b1/39Comm...
El Aprendizaje a Través del Tacto
Definiciones Seleccionadas - Proyecto SALUTE
Esta lista de estrategias táctiles representa una síntesis de opiniones de expertos y médicos en el campo y una revisión de la literatura.
http://www.projectsalute.net/Learned/Learnedhtml/D...
Hablar El Lenguaje De Las Manos
Trata el rol que desempeñan las manos en el desarrollo típico y qué es importante acerca de las manos y el tacto para el desarrollo de niños que son sordo-ciegos.
http://documents.nationaldb.org/products/handspan....
Adaptaciones Exitosas para Aprender a Utilizar con Eficacia Touch - Proyecto SALUTE
Este sitio web proporciona un extenso recurso para el uso de estrategias táctiles en el trabajo con niños que son sordo-ciegos. Una colección de Hojas de Información en español proporciona descripciones de importantes formas de comunicación.
http://www.projectsalute.net/Learned/Learnedhtml/L...
Algunas Cosas que Aprender de “Aprendiendo a Través del Tacto”
Un breve resumen de la fisiología del tacto y cómo desarrollar las funciones de la mano para los niños con discapacidad sensorial.
http://www.tsbvi.edu/seehear/spring05/things-span....
","userID":2021,"timestamp":"2016-04-08T18:26:36.94","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":30,"collectionID":21,"postID":8161,"quote":""}]},{"postID":8162,"title":"DB 101 en Español- Bibliografía adicional","body":"Comunicaciones Extraordinarias
Comunicaciones Extraordinarias: Una guía para desarrollar una comunicación significativa con niños y jóvenes adultos con sordoceguera fue desarrollado por Perkins
School for the Blind en el año 1999. Sus editoras son las prestigiosas
profesionales: Marianne Riggio y Barbara Miles.
Versión completa. 348 páginas.
http://perkinsla.org/recursosbiblio/Remarkable%20c...
El uso del pasaporte de comunicación en el desarrollo de la comunicación y de la Interacción en personas con sordoceguera y con deficiencia múltiple sensorial
Este artículo en español comparte una valiosa estrategia como el Pasaporte de comunicación que permite mejorar la interacciones de las personas con sordoceguera y /o discapacidad múltiple con los demás.
18 páginas-
http://perkinsla.org/recursosbiblio/ESPANHOL.pdf
Una Guía de Auto-Evaluación para Valorar la Calidad de las Interacciones con un Alumno con Sordoceguera
Esta guía presenta una lista de preguntas que usted se puede hacer para evaluar la calidad de su interacción con una persona con sordoceguera. Esto con el propósito de mejorar la comunicación y por ende el aprendizaje.
http://files.cadbs.org/200001057-df14be00e2/Fact%2...
","userID":2021,"timestamp":"2016-04-08T18:52:42.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1020,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":31,"collectionID":21,"postID":8162,"quote":""}]},{"postID":8163,"title":"Iniciando el uso de la Lengua de Señas","body":"Este vídeo, realizado por Corpaliv- Chile nos permite atender a los detalles de la comunicación, la riqueza que implica utilizar los gestos, las señas y la voz, estableciendo contacto por más de una vía sensorial a la vez.
El mismo permite comprender el proceso que se da en la adquisición de la lengua de señas, donde no basta hacer la seña de vez en cuando para que sea comprendida e incorporada por el niño. Estos procesos comunicativos que generamos en la sala de clases, habitualmente cuesta que sean realizados en casa, puesto que la familia espera una respuesta de comunicación tradicional.
Se presentan las seis etapas de la comunicación gestual donde todos podemos participar y aportar hasta llegar a la lengua de señas formal. En el vídeo se puede ver como las señas acompañan los diferentes momentos de la rutina, también pusimos el acento en que fuera didáctico definiendo, por ejemplo, el concepto de gestos naturales y, haciendo algunas consideraciones relevantes para tener en cuenta al comunicarse con una persona que presenta baja visión o sordoceguera.
Duración: 6minutos 17 segundos.
Para visualizarlo, ingresar en:
","userID":2021,"timestamp":"2016-04-08T19:02:19.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":832,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":32,"collectionID":21,"postID":8163,"quote":""}]},{"postID":8380,"title":"ICEVI Conference","body":"","userID":2021,"timestamp":"2016-08-10T15:50:27.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":103,"location":"Rosen Centre Hotel, Orlando, Florida","locationLat":"28.5383355","locationLong":"-81.37923649999999","isEvent":true,"personOrganization":"WBU_IVEVI","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":10201,"title":"III Congreso Internacional de Terapia de Lenguaje","body":"La Universidad Santa Paula, les invita a celebrar el III Congreso Internacional de Terapia del Lenguaje, “Proyectando Nuevas Tendencias”, a realizarse los días 7 y 8 de Julio del 2017 en el Aurola Holiday Inn San José, Costa Rica\n\nEn esta oportunidad ampliaremos cada uno de los ejes temáticos de nuestro congreso que son fundamentales en el desarrollo estratégico de planes de acción sobre las alteraciones de la comunicación, lenguaje, habla, voz y deglución en América y Europa a través de experiencias y actualizaciones.\n\nEn dicho Congreso se estará presentando la Matriz de Comunicación. \n\nhttp://congresoterapiadellenguaje.com/inicio/","userID":2021,"timestamp":"2017-06-25T17:46:35.13","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-07-07T00:00:00","eventEndDate":"2017-07-08T00:00:00","moderatorID":null,"justification":null,"show":true,"views":161,"location":"San Jose, Costa Rica","locationLat":"9.9280694","locationLong":"-84.09072459999999","isEvent":true,"personOrganization":"Universidad Santa Paula","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":10202,"title":"DBI Network of the Americas Conference/Partnerships for Lifelong Learning","body":"Call for Papers. Due date June 30th \nhttp://www.perkins.org/get-involved/events/dbi","userID":2021,"timestamp":"2017-06-25T17:54:11.927","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":103,"location":"Cape Cod, MA","locationLat":"41.6687897","locationLong":"-70.29624079999996","isEvent":true,"personOrganization":"Perkins School for the Blind","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":10203,"title":"DBI Network of the Americas Conference - Partnerships for Lifelong Learning","body":"Call for papers Due June 30th\nEarly-bird registration opens Aug. 1, 2017\nFor more information click http://www.perkins.org/get-involved/events/dbi\n\n","userID":2021,"timestamp":"2017-06-25T17:57:30.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":137,"location":"Hyannis Cape Cod MA","locationLat":"41.6524911","locationLong":"-70.28811239999999","isEvent":true,"personOrganization":"Perkins School for the Blind","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]}]}},{"collectionID":166,"name":"Talking about the Communication Matrix during an IEP: It’s a road map!","description":"Happy Thanksgiving to the Communication Matrix Community of Practice. I would like to share ideas on how to interpret results of the Communication Matrix and to consider it as a “road map” to guide teams when making decisions to promote progress. ","dateCreated":"2019-11-25T21:57:21.587","bio":"Karen was an early participant of the Outreach Program as part of the Communication Matrix grant project. She was lecturer at Wayne State University, worked directly with Dr. Charity Rowland as Assistant Professor at OHSU before spending a year learning from the teams at The Bridge School. Karen is currently an AAC Clinical Supervisor in the Bay area. She submits posts on the PrAACtically Reading blog and has a special interest in the development of literacy for those learning to communicate through AAC. She serves on the Editorial Review Committee for SIG 12 (AAC) Perspectives and mentors many new to the practice of AAC in the school setting.\n\nDisclosure: Karen Natoci is not an employee of the Communication Matrix Foundation or a current member of the research team. The views expressed in her posts are those of the author and not of the Communication Matrix Foundation.","published":true,"userID":2020,"PostCollectionItems":[{"collectionItemID":459,"collectionID":166,"postID":24450,"quote":"This post includes ideas on interpreting the Communication Matrix and using it as a guide for educational teams","Post":{"postID":24450,"title":"Introducing the Communication Matrix as a \"Road Map\"","body":"I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
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Identify 2 resources available on the Communication Matrix Community of Practice that improve the a participant’s practice. \r\n\r\n\r\nCheck out the session directory for more information here: http://s3.goeshow.com/atia/orlando/2015/session_directory.cfm","userID":2023,"timestamp":"2014-12-01T15:08:45.877","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-01-31T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":250,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2079,"postID":4021,"userID":2020,"timestamp":"2014-12-02T05:40:59.347","Post":{"postID":4021,"title":"Object symbol question","body":"I am working with a student who will go and get the item he wants if he wants to request that his parent do something or get him something. Should I mark this as yes (emerging/mastered) for the questions that ask if he uses and object symbol to represent the item he wants? He is getting the actual object, not a separate representation of it. Thanks!","userID":2083,"timestamp":"2014-12-01T13:28:32.983","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"symbol discussion","show":true,"views":193,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05","Post":{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2088,"postID":4049,"userID":2020,"timestamp":"2014-12-04T18:46:54.7","Post":{"postID":4049,"title":"Matrix Assessment Question","body":"When completing the Communication Matrix assessment for a student, should items related to intentionally communicating be marked as emerging if the student only displays the behavior towards two student preferred items?","userID":3134,"timestamp":"2014-12-04T14:15:36.777","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"This is a common question when administering The Communication Matrix","show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2089,"postID":4051,"userID":2020,"timestamp":"2014-12-04T18:48:24.377","Post":{"postID":4051,"title":"Communication Matrix Inquiry","body":"In the framework of requesting more of an action/object/activity: \r\n\r\nWhen offered two options at a time, the student (with visual impairment) listens and then uses his hands to reach towards the option he desires. This is done with his hand in-between staff's two hands. Staff taps one side of his hand and indicates \"would you like this\", then taps the other side of his hand and presents an option like, \"or something else\", for example. This use of partner assisted scanning is not limited to a 'yes' or 'no' response and has been helpful in order for the student to indicate his intent in some scenarios. I am leaning towards Level 6: spoken word. Do you agree?","userID":3157,"timestamp":"2014-12-04T14:31:12.647","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"good question!","show":true,"views":119,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347","Post":{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2094,"postID":4057,"userID":2020,"timestamp":"2014-12-12T10:22:22.827","Post":{"postID":4057,"title":"Great Conference in Michigan","body":"Wanted to post this for anyone who is interested. Great conference for those tough complex communication needs students with physical impairments and switch access.","userID":3135,"timestamp":"2014-12-10T07:58:17.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"I work with the best colleague, ever! ","show":true,"views":162,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2095,"postID":4007,"userID":2020,"timestamp":"2014-12-12T10:26:46.873","Post":{"postID":4007,"title":"Your Holiday with Special Needs","body":"I found some great sites to help prepare you for the upcoming holidays with your special needs child!\r\n\r\nToys and gifts:\r\nFirst, Toys R Us has a wonderful toy guide for differently abled kids. You can target any number of skills from gross motor to creativity in addition to providing tips like taking into account method of activation and multi-sensory appeal. www.toysrus.com/shop/index.jsp?categoryId=3261680\r\n\r\nNext, Enabling Devices ( enablingdevices.com ) offers it's own holiday gift guide with gifts at varying price points (less than $50 to less than $150) along with discounts. \r\n\r\nGreat blog Love That Max www.lovethatmax.com has an excellent holiday gift guide with description on how each toy can be useful for a child with special needs ( www.lovethatmax.com/2014/11/gifts-and-toys-for-kids-with-special-needs.html ).\r\n\r\nCelebration:\r\nPrAACtical AAC has a marvelous article on \"10 Ways to Have an AAC Holiday Season!\" found here: http://praacticalaac.org/praactical/10-ways-to-have-an-aac-holiday-season/\r\n\r\nCare.com shares \"5 Ways to Make the Holidays Happier for Children with Special Needs\" here: https://www.care.com/a/5-ways-to-make-the-holidays-happier-for-children-with-special-needs-1212110135\r\n\r\nAbilityPath.org offers a Holiday Survival Guide for Families with Special Needs which includes a gift guide, tips for celebrating Christmas and Hanukkah with your special needs child, a social story about visiting Santa, and more! You can get the guide here: http://www.abilitypath.org/tools-resources/links--resources/abilitypath_holidaysurvivalguideforparentswithspecialneeds_2010.pdf\r\n\r\nLastly, if you celebrate Christmas and live near a Simone mall check out their Caring Santa program which invites kids with special need who may have sensory issues to come to visit Santa when the mall is closed. www.simon.com/caring-santa\r\n\r\nDo you have any other useful holiday resources, gift guides, or tips? \r\nHappy Holidays!","userID":1012,"timestamp":"2014-11-25T10:04:39.43","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":50,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2098,"postID":4063,"userID":2020,"timestamp":"2014-12-15T12:50:35.857","Post":{"postID":4063,"title":"Giving Back","body":"As a classroom teacher who was one of the first patients at Mott's Children's Hospital at the University of Michigan to have open heart surgery (in the early '60s) I have always felt an unending gratitude to living past the age of 16! Doctors who performed the procedure were the \"who's who\" of modern cardiac medicine at the time. In an effort to share my insight to their own personal journeys and medical issues, and their vulnerability, we planned a GIVING TRIP to MOTT!! We asked for parent and staff donations of pajamas (to fit infants and toddlers who would be hospitalized right now). The contact person at the hospital (a wonderful nurse) specified this age group because hospital gowns are always too big for these young children! In total we had 27 pair of pajamas. Our class made a special card and voted on the image and message that would go in the card. They used their alternative pencils to write their name on the card! Our volunteer created and illustrated a story about a child who was hospitalized during the holiday season. In the photo, you can see one of our students presenting this unique storybook to the hospital library! :)","userID":3129,"timestamp":"2014-12-15T08:43:34.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"A story worth reading! ","show":true,"views":43,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2103,"postID":4064,"userID":2020,"timestamp":"2014-12-17T07:14:51.8","Post":{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2105,"postID":4077,"userID":2020,"timestamp":"2014-12-19T07:52:21.777","Post":{"postID":4077,"title":"answering yes/no questions at the unconventional level","body":"Hi there, I'm a teacher for students with significant multiple disabilities whom are all nonverbal. I'm working on developing teaching strategies to help them communicate more effectively based on the communication matrix. One strategy that has worked very well is helping the child refuse or accept at the unconventional level. I present objects or object representations one at a time to help the student reject or accept. The unconventional level of reject is pushing object away, whine, or frown so wouldn't the unconventional level of accepting be grabbing the object, making a happy noise, or smiling? This is different than obtaining by making choices because there is only one option at a time. This is actually more like answering yes/no questions at the unconventional level which is not on the communication matrix. So I guess my question is why is there not an unconventional level of answering yes/no questions. The conventional method of answering \"no\" to a question is the same as the conventional refusal method so why wouldn't the unconventional method of answering \"no\" to a question be the same as the unconventional refusal method? I just thought I'd throw this question out there as I'm trying to develop a more systematic way for teaching communication to students with significant multiple disabilities. Let me know your thoughts. Thanks.","userID":2082,"timestamp":"2014-12-18T13:31:54.573","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Unconventional rejection/want: Bridge to the symbolic YES and NO...thoughts? ","show":true,"views":371,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803","Post":{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2133,"postID":4144,"userID":2020,"timestamp":"2015-01-22T14:30:45.157","Post":{"postID":4144,"title":"Communication Supports Inventory- Children & Youth (CSI-CY)","body":"CSI-CY is a tool to help professionals working with students with complex communication needs make educational plans that are comprehensive enough to capture their strengths and restrictions. The CSI-CY is an inventory designed to make goal writing easier for teachers and speech-language pathologists who work with students who are augmentative and alternative communication (AAC) users or potential users. You can find a video and a PDF in the following link:\r\nhttp://icfcy.org/aac","userID":2021,"timestamp":"2015-01-14T11:48:02.647","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Very useful tool to help teachers and SLP's to write goals for ACC users.","show":true,"views":1800,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3177,"postID":5305,"userID":2020,"timestamp":"2015-03-01T08:07:35.12","Post":{"postID":5305,"title":"Development of Communicative Intent Covered by Communication Matrix","body":"This video goes through each of the the 7 Levels fo the Communication Matrix, explaining how communicative intent evolves from one level to the next.","userID":2023,"timestamp":"2015-02-12T10:16:08.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2759,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3180,"postID":4288,"userID":2020,"timestamp":"2015-03-14T14:44:49.917","Post":{"postID":4288,"title":"Kathy From Wing Lake ","body":"Hello All,\r\n I am shamefully late in posting on this website. I work at Wing Lake as a teacher for students with severe cognitive disabilities. We use the Matrix for every student and it is wonderful to watch their progress year after year. See you all soon. Kathy ","userID":3223,"timestamp":"2015-02-10T11:17:16.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3202,"postID":5512,"userID":2020,"timestamp":"2015-05-07T10:18:43.057","Post":{"postID":5512,"title":"A HUMONGOUS THANK YOU","body":"Yesterday, I had the great pleasure of meeting Dr. Charity Rowland, Alex Cook, Gayl Bowser, Amy Parker and Kelly Fonner at the Wing Lake Developmental Center in the Bloomfield Hills School District in Michigan. It was such an honor to sit and talk with each of them regarding the Communication Matrix, discussing students, collaborating and having fun. They are such a lovely group of women and it was such an honor to spend the day with them. Thanks you so much for including my school in this wonderful learning practice. Looking forward to seeing and talking with you all in the future. Thanks again Laura Cusumano!","userID":3135,"timestamp":"2015-05-07T07:01:50.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453","Post":{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3220,"postID":5526,"userID":2020,"timestamp":"2015-05-27T16:11:50.177","Post":{"postID":5526,"title":"Learning about Rare Disorders: A Parent and Professionals Perspective on Rett Syndrome","body":"Katie's Clinic for Rett Syndrome, part of the UCSF Benioff Children's Hospital in Oakland has put together this wonderful You Tube video describing Rett Syndrome from a parent and professional's perspective.\r\n\r\nI loved how both parents and professionals described how important communication was to understanding their children and learning to listen to children communicating without words. \r\n\r\nLearn more about Katie's Clinic here : http://www.childrenshospitaloakland.org/main/departments-services/rett-syndrome-89.aspx\r\n\r\nCheck out that video below. ","userID":1015,"timestamp":"2015-05-13T16:12:23.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":185,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3222,"postID":5471,"userID":2020,"timestamp":"2015-06-02T04:09:25.263","Post":{"postID":5471,"title":"Initiating/Requesting","body":"Hi All!\r\nThis is an area that I find challenging for some students. I have an older SXI student who is very social, but doesn't initiate or request new items, interactions, etc. So far I have found using PODD has been helping. Yeah! The class will all be involved in discussions (such as what clothes to pack for vacation, what colors to use for a holiday card, etc.) and my very social student will notice what others are saying via PODD. His watching indicates to me his interest so I will acknowledge verbally this interest and place a PODD book opened to the page we are discussing. He has begun to point to various choices....great contributions to our classroom discussions! I feel this is beginning to shape his behavior to initiate new interactions with others. I had to share the success and am wondering what others are doing. ","userID":3138,"timestamp":"2015-04-27T05:57:22.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3223,"postID":5533,"userID":2020,"timestamp":"2015-06-02T04:10:19.61","Post":{"postID":5533,"title":"The Expressive Communication Skills of Individuals with Rett Syndrome (Communication Matrix Data in Action)","body":"Here you can see a poster I presented locally at Oregon Health and Science University about the expressive communication skills of people with Rett syndrome. I used data from the Communication Matrix as my sample.\r\nSome of the big takeaways I found: \r\n-Eye gaze was the one of the most highly used intentionally communicative behaviors \r\n-Alternating Gaze was used significantly more often than other behaviors in the category of Conventional Gestures & Vocalizations \r\n-Using visual behaviors to communicate was common most likely because 68% of individuals in this sample had either severe or moderate physical impairments. Another possible related explanation is that individuals with Rett also tend to have repetitive hand movements or restricted muscles of their hand which can make other forms of communication difficult.\r\n-Most individuals communicated to refuse and obtain, while fewer participants communicated for social interaction or to exchange information.\r\n\r\nYou can check out the rest of my poster by clicking on the attached PDF.\r\n\r\nWhat has your experience been helping individuals with Rett communicate? Have you found visual modes of communication more successful? Or have you had success in other modes of communication?\r\n\r\n","userID":1012,"timestamp":"2015-05-15T15:47:47.803","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":582,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3224,"postID":5442,"userID":2020,"timestamp":"2015-06-02T04:25:33.84","Post":{"postID":5442,"title":"SXI teacher","body":"Hi all! I feel that one of my kiddos is ready to work on refining his switch use skills. We (his SLP and I) have determined a set placement for a \"yes\" switch on the dominant side of his wheelchair tray - so far, so good! Now, this placement and set vocabulary of \"yes\" is to answer questions or to communicate a message with partner assisted scanning. I am considering using online/cause and effect games to strengthen his switch use skills (and for fun :)). Is it \"ok\" to use the same switch location for \"fun\" as it is for communicating \"yes\"? Please advise :). THANK YOU!!","userID":3132,"timestamp":"2015-04-16T07:35:11.847","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":53,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3225,"postID":5429,"userID":2020,"timestamp":"2015-06-02T04:30:39.127","Post":{"postID":5429,"title":"Taking Stock of our New Community","body":"The Communication Matrix Team would like to reach out to all the members of our new Community of Practice. We launched in mid-October and now have about 300 members and who knows how many of you who follow our posts occasionally without actually joining! We are happy that our Community grows day by day, even without any real publicity. Actually, that is our goal right now: to publicize the Community far and wide to attract more members and followers. The more people involved, the more useful information you will be able to find on the web site. So, this is a shout-out to all of you members and followers for joining us in our early days and helping us to shape this new community!","userID":2023,"timestamp":"2015-04-08T10:08:24.677","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3226,"postID":5549,"userID":2020,"timestamp":"2015-06-03T09:44:55.913","Post":{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3232,"postID":5556,"userID":2020,"timestamp":"2015-06-06T18:29:36.187","Post":{"postID":5556,"title":"Partner Assisted Scanning","body":"Considerations from Dr. Gretchen Hanser on being a better partner when presenting choices through the augmented strategy of Partner Assisted Scanning with your child/student. Dr. Hanser describes 10 considerations when using this method.\r\nThis list can also be found on the website\r\nwww.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning","userID":2018,"timestamp":"2015-06-03T19:36:59.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":997,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3233,"postID":5559,"userID":2020,"timestamp":"2015-06-07T09:29:03.53","Post":{"postID":5559,"title":"Viewing Matrix Results","body":"This short video explains the animated features available for viewing Communication Matrix results. Family members may enjoy seeing this \"take\" on their child's progress and a deeper look at their child's skills.","userID":2023,"timestamp":"2015-06-04T16:42:22.587","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"so many people use the matrix and then don't know all the ways in which they can view it. Take advantage of watching this video and use the Matrix to its fullest value.","show":true,"views":282,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4235,"postID":6565,"userID":2020,"timestamp":"2015-06-30T08:33:57.937","Post":{"postID":6565,"title":"Have Fun Teaching ","body":"This is a web site [just google it] that offers music and songs for early alphabet awareness and learning. Also, there are great songs for early math such as shape. The music is definitely age appropriate for middles school and high school age even thought the content is much earlier developmentally.","userID":3129,"timestamp":"2015-06-18T12:49:33.677","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1060,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4244,"postID":6618,"userID":2020,"timestamp":"2015-07-24T18:30:02.237","Post":{"postID":6618,"title":"shared reading for Jazz Man","body":"Another shared reading. Enjoy the activity plan and hope Amy can use this one too! ","userID":3129,"timestamp":"2015-07-16T05:53:58.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":363,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323","Post":{"postID":6659,"title":"Reflections from a Parent- Value of Community","body":"Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4267,"postID":6699,"userID":2020,"timestamp":"2015-09-11T15:29:24.113","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4287,"postID":6741,"userID":2020,"timestamp":"2015-10-06T19:57:24.857","Post":{"postID":6741,"title":"Organizing Tangible Systems","body":"Putting together a tangible symbol system for a student can be an overwhelming task. It is not as simple as just pulling out two or three objects from a bag or off of a board and putting them in front of a student. A well planned system should consider consistent placement of items for presentation to the student. This helps the student with the visual impairment develop a pattern to \"scan\" their selection set.
Over the years, some vendors have developed commercial systems to place objects in or on. Educators have also been creative with using velcro-sensitive material to create a board or tray for placement of items or create a slotted box from shoe-boxes.
For the Commercial Options try looking at:
Adaptivation http://www.adaptivation.com/
Augmentative Resources http://www.augresources.com/
Bridges - Canada http://www.bridges-canada.com/
Brittney Asher LLC http://www.brittenyasherconsulting.com/products/sh...
Cadan Assistive Technologies https://usm.channelonline.com/cadan/cadanat/Search...
Enabling Devices http://enablingdevices.com/catalog
Logan Tech http://logantech.com/collections/voice-output-comm...
Mayer Johnson http://www.mayer-johnson.com/
","userID":2018,"timestamp":"2015-10-05T08:54:04.577","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6428,"justification":"Great examples for someone looking to create a schedule/organizer/calendar for a student with visual impairments! ","show":true,"views":3989,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":306,"collectionID":137,"postID":6741,"quote":"Organizing Tangible Symbol Systems"}]}},{"starID":4288,"postID":6720,"userID":2020,"timestamp":"2015-10-06T19:57:43.193","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
I am working with teachers of older students and am still seeing \"calendar time\" activities that are not appropriate for older students. Can anyone share any programs, websites, etc that they are using with older students to reinforce these daily concepts in an age appropriate manner. Thanks Diane Fekete
","userID":6510,"timestamp":"2015-10-23T11:10:22","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4338,"postID":6812,"userID":2020,"timestamp":"2015-10-30T15:25:56.043","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4374,"postID":6874,"userID":2020,"timestamp":"2015-11-21T08:43:03.883","Post":{"postID":6874,"title":"Example Goals","body":"I am having some difficulty determining how to write goals based off of the results from the matrix. So I was wanting to ask if anyone has some good examples that they would be willing to share? I appreciate any input!!!
","userID":6528,"timestamp":"2015-11-19T14:12:43.38","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":248,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4375,"postID":6871,"userID":2020,"timestamp":"2015-11-21T08:44:13.163","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4394,"postID":6895,"userID":2020,"timestamp":"2015-12-05T18:50:40.9","Post":{"postID":6895,"title":"Any Communication is still Communication","body":"I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5479,"postID":8042,"userID":2020,"timestamp":"2016-02-26T21:19:08.52","Post":{"postID":8042,"title":"Jake's Journey from Learning Communication to Becoming Literate","body":"As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
I have an eight year old student with Autism with severe behaviors at times who has a dedicated device. We are currently in a trial for an new communication application. He has used his device for a couple of years and is able to navigate through it but does not always request what he really wants. He requests items because he knows he gets his response but does not fulfill his need/want which leads to severe behaviors. This new app we are trying seems to exposes him to more vocabulary and options. I am really stuck with increasing his wants and making comments. Do I just stick with the requests before I move to comments?
","userID":6603,"timestamp":"2016-02-26T12:52:25.517","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":404,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38","Post":{"postID":8078,"title":"Active Learning website- Free!","body":"There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5528,"postID":8195,"userID":2020,"timestamp":"2016-05-04T05:37:15.173","Post":{"postID":8195,"title":"Research Supporting Conceptual Vocabulary","body":"There is one recent study that specifically targeted conceptual vocabulary in an AAC intervention for a child with multiple disabilities including deafblindness. You can find more about it here: http://www.ncbi.nlm.nih.gov/pubmed/24229336
Basically, the authors used a modified PECS procedure to teach the boy to communicate MORE, DONE, and NEW when presented with a variety of preferred and nonpreferred objects or engaged in a variety of preferred and nonpreferred activities. The boy learned the conceptually referenced tactile symbols.
We are focusing on the words GO, LIKE, and NOT in our work with students with the most complex needs including deafblindness, and we're finding those three words can be used to communicate for many different purposes across many contexts.
","userID":9989,"timestamp":"2016-05-02T02:13:00.97","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2253,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":36,"collectionID":37,"postID":8195,"quote":"This post was meant to start the conversation about conceptual versus concrete vocabulary."},{"collectionItemID":92,"collectionID":65,"postID":8195,"quote":"It really is all about the words. Here is more to consider when choosing and teaching core words. "}]}},{"starID":5529,"postID":8198,"userID":2020,"timestamp":"2016-05-04T18:48:27.04","Post":{"postID":8198,"title":"Increasing Opportunities to Teach and Learn","body":"As we are teaching conceptually-referenced vocabulary, we constantly look for ways to link the new concept with some experience or routine students know. For example, we are teaching a symbol (graphic or tactual) for the word LIKE. It is a favorite among the teachers in our study. We think they use it so often because they can easily recognize when their students are engaged in an experience or interacting with materials that they enjoy. When the teachers see that their student likes something, they point to the graphic symbol or place the tactual symbol in the child's hand and say, \"You LIKE <fill in label>.\" For students with hearing loss, they sign LIKE (hand-in hand if needed) while pointing to the graphic symbol or placing the tactual symbol in the child's other hand. This can happen dozens of times a day across a variety of activities and experiences. LIKE is not linked to a specific referent, it is a concept that is linked to the feeling of enjoying something. We have several students who are now using LIKE to communicate in a variety of ways across contexts. We acknowledge that it is also important to teach vocabulary that can be associated with concrete referents, but what we gain with this focus on conceptually-referenced vocabulary is a dramatic increase in opportunity to teach and learn.
","userID":9989,"timestamp":"2016-05-04T11:38:56.607","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1872,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":37,"collectionID":37,"postID":8198,"quote":"Conceptually referenced vocabulary can be used in a variety of ways across contexts"}]}},{"starID":5551,"postID":8230,"userID":2020,"timestamp":"2016-05-22T20:19:06.203","Post":{"postID":8230,"title":"Spontaneous Concrete Symbolic Communication","body":"Has anyone seen their child making up their own object symbols for something? My puppy spontaneously started bringing me her food and water dishes when they were empty, and I realized that was object symbol communication. Before that, I thought of object symbols only as something that you teach the communicator, not something they think up on their own.
","userID":11504,"timestamp":"2016-05-18T16:06:05.507","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":52,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5568,"postID":6696,"userID":2020,"timestamp":"2016-06-06T00:36:57.89","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5599,"postID":8376,"userID":2020,"timestamp":"2016-08-03T00:26:23.47","Post":{"postID":8376,"title":"Cerebral Palsy and Movement 101 free resources for YOU!","body":"I just got back from an amazing opportunity to learn from Gayle Porter, Claire Cotter and Linda Burkhart for the past 5 days in Maryland. The good folks at CPEC have created two modules about Cerebral Palsy and Movement issues as well as some tips for School and therapy. These videos are great resources for parents, therapists, teachers and others who are just plain interested in learning more about movement disorders, understanding the movement patterns your child displays and teaching them more effectively. To access the videos, just follow the link and create an account.
It's totally free but the information is priceless.https://cpec.org.au/services/train-online/
Schools 1: \"I have a Student with Cerebral Palsy...What does that mean?\"
Schools 2: \"Learning to Move, Moving to Learn”
Perhaps these modules would help a friend that you know. Here are a few scenarios for you to ponder:
Scenario 1: You are reading with a student and you ask them if they want to turn the page. Your student has CP. She knocks the book out of your hand, and turns her head and doesn't appear to look back or even want to look back. Is this an epic fail? Most likely not. Most likely you have misinterpreted your students movement patterns and are attributing FALSE associations and erroneous meanings to their movement.
Scenario 2: You are diligently working with a student and everyone is totally into the lesson you prepared. All of a sudden, your student turns her head away and the well meaning assistant makes some smart-a## comment about them not wanting to talk to you and dismisses both of you altogether.
I know that either of these scenarios would never happen where you are, and of course they NEVER happened with me, my students or my school but you get the idea.
stay tuned for more gems
We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are not going to get very far. Communication and language learning opportunities are one of the keys to building communicative competence. The communication environment should allow for hundreds and hundreds of communicative exchanges and create a platform for even more.
If you have been in the field of AAC very long you probably have seen this powerfully stated truth about opportunities, or the lack there of, for students using AAC.
“The average 18 month old has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a
communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years” - Jane Korsten
While communicating using AAC, it's all about the opportunities and the words. We want to create opportunities that are meaningful and engaging for the communicator while also providing peer to peer communication with lots and lots of turn takes.
Opportunities to learn about:
It is important in the implementation process to ask yourself how you are doing. We often hear the phrase, “this is my story and I’m sticking to it! But then there is the reality. Sometimes they are the same. Other times not so much. During one of our “reality checks” a new team was asked to share one challenge and one “aha” moment. Here is what they shared:
My Challenge: “I wanted you to give me activities to use to practice core all through the day and you didn’t.”
One solution: “The next time we met you walked our team through a process of looking at our routines and daily activities and when and how to implement our new “go to” strategies: core vocabulary, aided language input and vocabulary instruction. I didn’t need to do all kinds of new things I just needed to think a little differently about what we were already doing.”
My “aha” Moment:“ I was profoundly shaken upon hearing the statement by Jane Korsten and thinking about how many opportunities we don’t give our students using AAC. I really have to wrap my head around how to get started and not feel guilty about what I haven’t done.” :)
One Solution: ” Remember! We have to take this new learning one step at a time.” We took a deep breath pulled out the Action Planning Form and Opportunities Scale. We then chose some doable actions and picked activities where we could get started.
I have included the Oakland Schools \"AAC Communication Opportunity Scale\". It is a tool we use to assist teams in determining the communicative opportunities available in the already occurring classroom activities and routines. Teams have found the tool useful in seeing what it really looks like to apply all of the implementation strategies they have just learned about. For many is has become a useful part of their lesson planning routine.
Special Recognition: I want to thank the Oakland Schools AAC Team for the passion, tireless determination and joy they bring to this initiative. The \"Framework For Success\" would not exist without the talents and gifts of each member of this team. From left to right: Sandy McIntyre, Dawn Jones, Janet Hamblin, Marlene Cummings and Stacy Fox.
Resources:
PrAACtical AAC Opportunities search: http://praacticalaac.org/?s=opportunities
Oakland Schools Opportunities Self-Assessment Checklist PDF
","userID":4370,"timestamp":"2016-07-29T07:28:30.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2261,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":93,"collectionID":65,"postID":8375,"quote":"The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC? "}]}},{"starID":5601,"postID":8365,"userID":2020,"timestamp":"2016-08-03T00:26:51.547","Post":{"postID":8365,"title":"Teaching vocabulary explicitly is essential for students using AAC to develop language ","body":"One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Newly added professional development modules: http://www.project-core.com
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
Oakland Schools Self-Assessment for Vocabulary Instruction PDF is attached.
","userID":4370,"timestamp":"2016-07-26T04:53:04.647","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2023,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":91,"collectionID":65,"postID":8365,"quote":"Vocabulary Instruction is # 3 in our TOP 4 Implementation Strategies "}]}},{"starID":5622,"postID":8426,"userID":2020,"timestamp":"2016-09-09T22:23:30.157","Post":{"postID":8426,"title":"I'm sharing a review article on Supporting Communication for Adults with Neurodegenerative Disease","body":"This article give an overview of communication supports (AAC) that are most usefuls for patients with complex communication impairments secondary to neurodegenerative disease. The AAC service depends on whether the condition affects speech and motor skills (as in ALS), language (as in Primary Progressive Aphasia) or cognition (as in Dementia). This review article discusses symptom management, including low and high tech solutions and communication partner training. Emphasis is on three themes which are imperative in the delivery of AAC for these poplulations: 1)early intervention, 2)inclusion of communication partners 3)modification of AAC strategies throughout disease progression. Conclusions: AAC should be standard practice for adults with neurodegenerative disease. Patients can maintain effective, functional communication with AAC supports. Individualized communication systems can be implemented ensuring patients remain active participants in daily activities.
Link:http://content.iospress.com/articles/neurorehabili...
","userID":9064,"timestamp":"2016-09-08T21:52:43.473","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1033,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":116,"collectionID":82,"postID":8426,"quote":"Check out this Review Article on Supporting Communication for Patients with Neurodegenerative Disease"}]}},{"starID":5712,"postID":8544,"userID":2020,"timestamp":"2016-12-01T06:07:29.607","Post":{"postID":8544,"title":"GOLD from TalkingAAC Conference Michigan 2016","body":"Hi AAC Friends,
I wasn't able to attend this year's TalkingAAC conference in Michigan ecause I was giving my own parent talk, but wanted to share the handouts from these dynamic sessions. There is something for everyone LAMP, Funding of SGDs, PODD, CORE, the work that Marlene Cummings and Oakland Schools is doing, Literacy, DeafBlind Central, Peer Modeling, Switch Access, The Communication Matrix, yep... just about everything.
Enders, Ahern, Taylor
Just Great Stuff.
enjoy
http://www.talkingaac.org/conference-handouts.html
I have found the matrix helpful in developing new IEP goals. It has helped point me in the direction of my student's next \"steps\" in regards to language development and use.
","userID":14147,"timestamp":"2017-01-06T20:12:08.327","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3","Post":{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]}},{"starID":5776,"postID":8614,"userID":2020,"timestamp":"2017-02-06T22:11:03.37","Post":{"postID":8614,"title":"Interdisciplinary Team Collection Resources Page","body":"This post provides a summary of all the resources listed throughout the “Interdisciplinary Teamwork” posts as well as several additional resources for those seeking additional information. I hope you have enjoyed this collection of posts on the topic of interdisciplinary teamwork. Though there are many barriers to establishing standards of interdisciplinary education or implementing interdisciplinary teamwork with all team members, the benefits to our clients and our professional communities far outweigh the challenges. Special thanks to Erin Bricker, speech-language pathologist at Willamette ESD in Salem, OR., for reviewing this collection of posts and for excellent collaborative discussions from the perspective of a school-based speech-language pathologist. Thank you for taking the time to read about this important topic, and I hope that the resources we shared will support your team in improving the quality of interdisciplinary team care you provide.
Resources Page
ASHA’s website on interprofessional education and interporefessional practice
Free ASHA webinar (0.2 CEUs) on interprofessional practice
- Dixon, D., Fagan, E., McNeilly, L., & Nunez, L. (2015). The what, the why, the how of professional collaboration. Retrieved from http://www.asha.org/Practice/The-Why-What-and-How-of-Interprofessional-Collaboration/
The Interprofessional Professionalism Collaborative is in process of establishing a tool to evaluate student learners in their interdisciplinary teamwork
Please refer to Rogers & Nunez (June, 2013) for several additional resources and a glossary of interprofessional terms
For details on evidence in support of interprofessional education and an example of interprofessional education, refer to Ogletree (June, 2015)
Free e-text book on interprofessional education and interprofessional practice via ASHA
- Johnson, A. (August, 2016). Interprofessional education and interprofessional practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings. Retrieved from http://www.asha.org/uploadedFiles/IPE-IPP-Reader-eBook.pdf.
Leadership Education in Neurodevelopment and related Disabilities (LEND) is a national interdisciplinary training program funded through the Maternal Child Health Bureau Title V program. LEND is an excellent resource for those interested in learning more about interdisciplinary clinics. See https://www.aucd.org/directory/directory.cfm?program=LEND for a complete list of programs
Printable posters, bookmarks, and tags that can be shared with your team to support AAC implementation
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #1. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-1/
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #2. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-2/
- Zangari, C. (September, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #3. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-3/
Family Needs Survey – Tool from OHSU OCCYSHN to learn about family needs and if they may benefit from a consult with a social worker
References
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5860,"postID":5322,"userID":2020,"timestamp":"2017-07-25T01:07:01.057","Post":{"postID":5322,"title":"PrAACtical AAC - a very practical resource","body":"PrAACtical AAC is a website, blog and daily resource that states it's mission as: To improve the level of AAC services available to individuals with significant communication challenges by supporting speech-language pathologists and other interested stakeholders. Depending upon how you choose to either go to the website and sort through the vast array of resources or receive a daily email with new information, you will be receiving some of the most useable strategies and ideas for implementing technology and non-technology based AAC systems that are out there by known and up and coming practitioners. \r\nThe resources on the website are divided into sections of:\r\nPrAACtical Thinking\r\nStragies of the Month\r\nVideo of the Week\r\nAAC e-Tool Box\r\nand a Blog\r\nThe website is at: http://praacticalaac.org/\r\nCheck it out - there is something for everyone!","userID":2018,"timestamp":"2015-02-19T23:59:00.47","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1448,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":258,"collectionID":121,"postID":5322,"quote":""}]}},{"starID":5861,"postID":8514,"userID":2020,"timestamp":"2017-07-25T01:08:01.807","Post":{"postID":8514,"title":"Where to start on this journey... Some thoughts for parents and AAC Teams","body":"I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say \"something\" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: \"Will what I do with a student today positively affect long term outcomes for my communicator in the future?\" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
","userID":9407,"timestamp":"2016-10-19T23:17:58.47","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":260,"collectionID":121,"postID":8514,"quote":"Resource from a foundation, Foundation for Angelman Syndrome Therapeutics"}]}},{"starID":5862,"postID":8262,"userID":2020,"timestamp":"2017-07-25T01:08:26.663","Post":{"postID":8262,"title":"Targeted Training in Augmentative Communication for ParaProfessionals","body":"Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
This was the title of the great talk from Kimberly A. Christensen, Bowling Green State University. She emphasized one our core principles at the Communication Matrix: focus on what the child CAN do and is already doing. She suggested creating an individualized learning profile for each child.
She focused on 5 categories for her Individualized Learning Profile:
If a student has information presented to him through auditory scanning and indicates a response by activating a switch - where does that fall on the communication matrix? Gesture, concrete symbol, abstract symbol..? The information is \"abstract\" being presented to the student because it is spoken word, but he indicates a spoken message pre-recorded by moving to activate a head switch. Examples of information presented to him are more/all done, activity choices - and \"that's what I want\" could be programmed on the switch.
\nThanks in advance!
","userID":15202,"timestamp":"2017-12-05T01:39:19.207","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":358,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5895,"postID":11607,"userID":2020,"timestamp":"2017-12-16T23:23:21.603","Post":{"postID":11607,"title":"Partner assisted auditory-only Scanning and Matrix","body":"Has anyone completed a matrix on a student who uses partner assisted auditory-only scanning to communicate?? I am finding it difficult to accurately depict this mode of communication. For example - If the student wants a drink he may vocalize or reach for a communication partner. The communication partner then scans - Quick word, something's wrong, like (wait for response). Student will shake head or give no response to indicate \"no\". Communication partner will continue to scan - Don't like, want, go (wait for response). Student claps to indicate \"yes\". Communication partner scans - don't like (wait for response). Student shakes head or gives no response to indicate \"no\". Communication partner scans - want (wait for response). Student claps to indicate \"yes\". Communication partner scans - drink, bathroom, break (wait for response). Student claps to indicate \"yes\". Communication partner scans - drink (wait for response). Student claps to indicate \"yes\". We then scan through drink choices.
For this particular example, I think I would say that he has emerging skills at the language level in requesting new object, makes choices, requests new object and requests absent object. Would it be accurate to also indicate that he is using abstract symbols to communicate???
Thank you for any ideas/info!!!
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
When I first began to get to know children with complex communication needs, I depended heavily on experts. Every week, students in my classroom were visited by a Speech and Language Clinician, an Occupational Therapist, a Physical Therapist and another SLP who specialized in Augmented and Alternative Communication. I learned enormous amount from each of these specialists and depended on them to help me make decisions about the types of strategies that each child needed and the communication systems that would help them achieve their goals. If I thought of a change or innovation in the program for an individual child, I checked with the experts to make sure that what I was suggesting was the right thing to do.
This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
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I am of the opinion to NOT 'force speech' as the only way to communicate when you've heard a word here and there pop out of a child's mouth! These are the cases where the oral/verbal apraxia is still quite profound and pervasive. You see, the harder that a child tries to speak {{under pressure with your highly expectant pause}} the LESS likely the speech will happen. It is precisely for THIS REASON that AAC is needed (symbols: low, mid or high tech). In fact, AAC can help a child bypass this deeply intrusive apraxia (and ANARTHRIA) to *communicate* and possibly create a more calm neurological state; thus, allowing the speech to possibly \"pop\" out with LESS intentional pressure. The very definition of \"APRAXIA\" means that with INTENTION, the motor success and organization plummets... and is the worst!! So folks, for those kids with minimal verbal abilities, DECREASING the pressure may in fact serve to increase communication --especially when using easily accessible AAC......and thereby...... foster that speech you wanted in the first place. The child might also \"repeat\" what he hears on his/her device...and therefore the device may serve as a sort of verbal prompt!","userID":2020,"timestamp":"2014-10-30T10:23:35.917","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Karen takes some time to unpack clinical speech terms in highly practical and child-centered ways.","show":true,"views":156,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2065,"postID":3972,"userID":2016,"timestamp":"2014-10-30T14:12:54.297"},{"starID":2066,"postID":3972,"userID":1012,"timestamp":"2014-11-03T13:24:03.067"},{"starID":2067,"postID":3972,"userID":9043,"timestamp":"2014-11-05T10:02:00.69"}],"PostCollectionItems":[]},{"postID":4012,"title":"Matrix Community of Practice on PrAACtical AAC ","body":"http://praacticalaac.org/praactical/how-i-do-it-connecting-with-colleagues-in-a-shared-community-of-practice-by-karen-natoci-florka/\r\n","userID":2020,"timestamp":"2014-11-25T05:55:48.227","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"If you are looking for a very complete introduction to the Community of Practice project, Carole Zangari has offered it here. She interviewed one of our excellent project facilitators, Karen Natoci, and has lots of ideas about why this site and this project are important for kids with complex communication needs. I think that anyone who is new to the community should visit this blog site to get an overview from Carole's perspective.","show":true,"views":133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2076,"postID":4012,"userID":1012,"timestamp":"2014-11-25T08:56:48.287"}],"PostCollectionItems":[]},{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! 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","body":"http://www.everyonecommunicates.org/resources/literacy.html","userID":2020,"timestamp":"2014-12-14T17:45:16.787","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Great list of Resources! ","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2100,"postID":4060,"userID":2016,"timestamp":"2014-12-15T13:28:00.517"},{"starID":2102,"postID":4060,"userID":3154,"timestamp":"2014-12-16T09:26:43.553"}],"PostCollectionItems":[]},{"postID":4061,"title":"This is cool! ","body":"http://www.funflashingleds.com/shop/light-up-drum.html","userID":2020,"timestamp":"2014-12-14T17:51:15.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2101,"postID":4061,"userID":1012,"timestamp":"2014-12-15T14:31:58.673"}],"PostCollectionItems":[]},{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2103,"postID":4064,"userID":2020,"timestamp":"2014-12-17T07:14:51.8"},{"starID":2104,"postID":4064,"userID":3157,"timestamp":"2014-12-18T16:22:06.127"},{"starID":2112,"postID":4064,"userID":2016,"timestamp":"2015-01-04T10:50:16.19"}],"PostCollectionItems":[]},{"postID":4080,"title":"From our friends at PrAACtical AAC ! ","body":"I especially like this one: \"Don't pre-empt!\" Always great to wait. wait and wait! I love reading these reminders! :) \r\n\r\nhttp://praacticalaac.org/praactical/communicating-with-people-who-are-learning-to-use-aac-5-strategies-we-cant-live-without/?utm_source=twitterfeed&utm_medium=facebook","userID":2020,"timestamp":"2014-12-23T04:46:39.773","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4081,"title":"Where to start?","body":"Here's a link to a site with lots of ideas for access and engagement for emerging communicators! \r\nhttp://www.pisp.ca/kits/index_academic.html\r\n","userID":2020,"timestamp":"2014-12-26T08:07:49.633","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2108,"postID":4081,"userID":9043,"timestamp":"2014-12-29T12:58:41.817"}],"PostCollectionItems":[]},{"postID":4136,"title":"Short and Sweet but Powerful Videos with Dr. Caroline Musselwhite ","body":"Dr. Caroline Musselwhite on LIteracy for All! \r\nhttp://www.engagingalllearners.ca/ip/conversation-with-caroline-musselwhite/index.php","userID":2020,"timestamp":"2015-01-11T15:05:48.39","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Good short video reminding us that, in Dr. Musselwhite's own words, \"good literacy instruction is good for all students.\"","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2123,"postID":4136,"userID":9043,"timestamp":"2015-01-13T08:51:58.72"}],"PostCollectionItems":[]},{"postID":4227,"title":"Remnant Books","body":"On Monday (or any other day,) our students may come to school with news to share! When our students arrive home, they may have school news to share, too! Great ideas for the exchanging of information: levels V, VI, VII! \r\n\r\nhttp://www.talklink.org.nz/index.php/2015/01/07/tip-of-the-month-january-2015-remnant-books/","userID":2020,"timestamp":"2015-01-29T09:38:08.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great resource on remnant books (books that record the student's experiences)","show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2138,"postID":4227,"userID":2021,"timestamp":"2015-01-29T15:18:15.23"},{"starID":2139,"postID":4227,"userID":9043,"timestamp":"2015-01-29T18:42:14.5"}],"PostCollectionItems":[]},{"postID":4291,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5365,"title":"Teaching the ABCs? ","body":"Another great idea from PrAACtical AAC! http://praacticalaac.org/praactical/a-praactical-literacy-activity-for-beginning-communicators/","userID":2020,"timestamp":"2015-03-03T16:50:15.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5383,"title":"St. Patrick's Day Fun! from PrAACtical AAC","body":"A sensory based Literacy activity involving how I customized Shared Reading for students at all levels on the Matrix! Published on tarheel reader (links and lesson plan in the post) http://praacticalaac.org/praactical/praactically-reading-with-karen-natoci-in-my-pot-of-gold/","userID":2020,"timestamp":"2015-03-10T06:35:22.59","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3178,"postID":5383,"userID":2023,"timestamp":"2015-03-10T09:53:13.253"}],"PostCollectionItems":[]},{"postID":5510,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:11.153","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5511,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:44.097","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"Karen provided us with a wonderful post about how to build vocabulary around shared reading. Lovely examples of how we can promote literacy skills for students with severe disabilities. Way to go Karen. ","show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3208,"postID":5511,"userID":1015,"timestamp":"2015-05-10T14:56:55.42"}],"PostCollectionItems":[]},{"postID":5514,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5545,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:40.777","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5546,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:53.247","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5547,"title":"Video Modeling ","body":"The idea to take short video (snippets of about 30 seconds) to model AAC is a great way to share among a child's communication partners! (That is, multiple examples can be taken of how to say \"stop,\" for example across a variety of environments with different partners and situations.) Great idea for the communication partner to model, allow the child a chance to imitate or practice saying the word, repeat, and the communication partner can then model with \"one more word\" & expand (example: \"you stop!\") Here are few examples- looks like the PODD compass here~ \r\n\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/2015/05/video-modeling-for-aac.html?spref=fb","userID":2020,"timestamp":"2015-05-31T06:30:38.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5560,"title":"Shared Reading - by the wonderful Jane Farrall","body":"Here is a link to an excellent explanation on how to share a story with children who are AAC learners- even those who are at the earliest Matrix levels! A simple big mac that says a core word, \"more\" can prompt the reader to re-read the page, point to \"more\" items on a page, and... interact in 'response' to the learner. It's all about engagement! :) \r\n\r\nHere's the link: \r\n\r\nhttp://www.janefarrall.com/shared-reading-focus-on-interaction/\r\n\r\n","userID":2020,"timestamp":"2015-06-06T18:33:50.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":606,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3234,"postID":5560,"userID":2016,"timestamp":"2015-06-07T09:31:51.603"}],"PostCollectionItems":[]},{"postID":6560,"title":"Shared Reading: with Tangibles, 2-Dimensional Symbols & all! ","body":"Here's a link to a fun sharing of the adorable story, \"Over in the Garden\" by Jennifer Ward published today on the PrAACtical Reading site! http://praacticalaac.org/praactical/praactically-reading-over-in-the-garden-with-karen-natoci/","userID":2020,"timestamp":"2015-06-11T09:47:36.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6593,"title":"Last day of June, Vision care month!! ","body":"Thought I'd post a link to this today! I have a particular interest in modifying symbols for students with vision challenges. This link was originally shared by the PrAACtically AAC site and I thought I'd share here! \r\nhttp://kidzlearnlanguage.blogspot.com/2015/06/june-is-vision-health-month-are-you.html","userID":2020,"timestamp":"2015-06-30T08:07:01.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4236,"postID":6593,"userID":1012,"timestamp":"2015-06-30T12:47:33.433"}],"PostCollectionItems":[]},{"postID":6626,"title":"Thank you, Maria Shriver","body":"http://time.com/3968428/maria-shriver-special-olympics/?xid=fbshare","userID":2020,"timestamp":"2015-07-24T18:32:32.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6688,"title":"from PrAACtically Reading! ","body":"Sharing this from the PrAACtical AAC site! Loved this book by Todd Parr called, It's Okay to Be Different! Here is a link to the lesson plan and some activities that we did. Happy September everyone!!
http://praacticalaac.org/praactical/praactically-r...
","userID":2020,"timestamp":"2015-09-01T11:49:01.103","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6706,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:36:48.193","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803"}],"PostCollectionItems":[]},{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Jane Farrall's Update App List
and an image of her App Wheel!
","userID":2020,"timestamp":"2015-12-09T11:36:22.187","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677"},{"starID":5436,"postID":7908,"userID":2016,"timestamp":"2016-01-26T20:47:49.06"}],"PostCollectionItems":[]},{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143"}],"PostCollectionItems":[]},{"postID":7943,"title":"Kate Ahern, M.S., ATP in Oklahoma","body":"Here is an event worth sharing~
Developing Core Communications and Literacy Skills for Young Children with Severe Impairments
Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5454,"postID":8008,"userID":3149,"timestamp":"2016-02-09T09:26:56.343"},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263"},{"starID":5465,"postID":8008,"userID":3157,"timestamp":"2016-02-17T13:36:39.45"},{"starID":5467,"postID":8008,"userID":3152,"timestamp":"2016-02-18T06:53:17.513"},{"starID":6034,"postID":8008,"userID":79785,"timestamp":"2019-08-08T10:55:20.827"}],"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]},{"postID":8093,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":529,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5490,"postID":8093,"userID":9043,"timestamp":"2016-03-07T08:49:34.213"}],"PostCollectionItems":[]},{"postID":8097,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8102,"title":"Visual Strategies for Aided Language Input-Book Recommendations","body":"Ii remember just starting out in my experiences with kiddos who present with Complex Communication Needs including the more challenging levels of Autism + Intellectual Disabilities. While searching, in addition to learning about the Communication Matrix, I learned about Linda Hodgdon's work on using visual strategies. Her ideas made sense to me! I am happy to recommend two of her books:
Visual Strategies for Improving Communication
and,
Solving Behavior Problems in Autism
The ideas in both of these texts are simple! I remember feeling and experiencing such an \"Ah-hah!\" moment while reading the books. Basically, it's about making the world predictable and meaningful to the child by using symbols. Any symbol will do- it can be part of the real object, a line drawing, anything is better than nothing. When using a symbol in addition to the spoken language or the sign, this multi-modal input can be clarifying for a child who needs this much-needed redundancy to understand the language in association to what is going on! The themes presented in her work are being heard now as \"Aided Symbol Input\" are, in my opinion, helping children engage through multi-modal, redundant receptive supports.
Here is a link to Linda's website and more information!
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40"}],"PostCollectionItems":[]},{"postID":8131,"title":"Core and the Matrix","body":"I was thinking about what Core words would work within the framework of the Communication Matrix grid and this is what I came up with. Any thoughts? The core words - so vague - and untangible and perhaps minimally iconic, can be used receptively, in high contrast, in clear, consistent ways, multi modal, from a perceptive communication partner who is reading the behavioral expressions of the communication learner.
","userID":2020,"timestamp":"2016-03-18T21:43:46.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":1,"collectionID":3,"postID":8131,"quote":"From the wonderful Jane Farall: "}]},{"postID":8142,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1623,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":4,"collectionID":3,"postID":8142,"quote":"This is a lovely example of receptive use of symbols to engage with a story!"}]},{"postID":8146,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":52,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8181,"title":"Just Published: AAC Modeling Intervention Research Review- Samuel Sennott, Janice Light, David McNaughton, ","body":"This article has just been published in the journal for Research and Practice for Persons with Severe Disabilities, April, 2016. Here is a link: here.
Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
The National Joint Committee has shared the 2016 REVISED and IMPROVED \"Communication Bill of Rights\"! You can find it here.
","userID":2020,"timestamp":"2016-05-04T21:18:07.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5541,"postID":8199,"userID":9043,"timestamp":"2016-05-14T01:15:55.71"},{"starID":5561,"postID":8199,"userID":3152,"timestamp":"2016-05-30T21:53:46.843"}],"PostCollectionItems":[]},{"postID":8213,"title":"Cortical Vision and Super Early first books","body":"I wanted to share a link to some great ideas on introducing books here for our early learners with Cortical Vision Impairment. I am spending the morning reviewing the information at this site and it is worth the time! Here is a link to the CVI site which is part of the American Printing House for the Blind.
Here is a link to Amazon which also has additional books to consider! (The picture below is an example!)
","userID":2020,"timestamp":"2016-05-14T20:06:42.2","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5542,"postID":8213,"userID":9043,"timestamp":"2016-05-16T15:56:22.233"}],"PostCollectionItems":[]},{"postID":8259,"title":"Integrating Academic, Communication and Motor Programs for Students with Significant Disabilities ","body":"I want to share this wonderful handout- developed by Karen Erickson. I have found this very helpful to prevent overwhelming children with too many \"hard things\" to do at once. The link is here: red, yellow, green
","userID":2020,"timestamp":"2016-06-05T03:52:22.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":507,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5758,"postID":8259,"userID":8731,"timestamp":"2017-01-20T01:34:22.817"}],"PostCollectionItems":[]},{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5586,"postID":8287,"userID":9281,"timestamp":"2016-06-22T05:46:20.523"},{"starID":5587,"postID":8287,"userID":9043,"timestamp":"2016-06-23T17:50:09.17"},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97"}],"PostCollectionItems":[]},{"postID":8290,"title":"Early literacy experiences, high contrast, CVI and a bit of early CORE","body":"Just thought to share some nice books out there that might be great for your kiddos with CVI or just need the clean colors for attention and learning! I truly LOVE these books. I discovered them at a bookstore here in Portland. Here's the link: High Contrast Board Books and CORE! as featured on PrAACtical AAC!
","userID":2020,"timestamp":"2016-06-30T04:16:22.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5589,"postID":8290,"userID":9043,"timestamp":"2016-07-01T16:59:07.387"}],"PostCollectionItems":[]},{"postID":8377,"title":"Special Education Teacher opening at The Bridge School ","body":"Hello friends! Here is the position of Special EducationTeacher at The Bridge School as a pdf. Please share! I would love to have you consider this position! Here is the description:
The special education teacher works as part of an interdisciplinary team to provide an educational program to children with severe speech and physical impairments. This individual is responsible for: assessing and evaluating students and programs; implementing curriculum; managing and supporting students in general education settings; planning components of the educational program and providing individual student case management; working collaboratively with a speech and language pathologist and specialist consultants (O.T., CVI, etc.); supervising instructional assistants, interns and volunteers; and participating in the ongoing development of Bridge School programs. The special education teacher reports directly to the Director of Education and the Director of Education and Transition. Applicants must hold or be eligible for applicable California Teaching Credentials. Full position details can be found at: The Bridge School .
","userID":2020,"timestamp":"2016-08-03T02:48:58.287","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":119,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5603,"postID":8377,"userID":1012,"timestamp":"2016-08-04T16:55:52.59"}],"PostCollectionItems":[]},{"postID":8396,"title":"ISAAC Sharing","body":"Greetings! Would anyone who had the privilege of attending ISAAC please share some great resources here? For example, I am interested in this presentation.. did anyone attend? Thank you! https://www.isaac-online.org/conference/modules/re... I'm sure there were other wonderful presentations! Thank you!
","userID":2020,"timestamp":"2016-08-20T05:43:35.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8484,"title":"Reciprocal communication exchanges - where on the Matrix?","body":"Hello Matrix Community!
I have a child who is communicating at a Matrix level II who is learning to access a sequencer to engage in a reciprocal communication exchange. Although this type of exchange is not indicated as an example on the Communication Matrix Profile, where might this emerging skill go? Does this exchange help him advance to level III? The communication function is more like \"maintaining an interaction\" and is not explicitly listed within this tool. While I feel that this child is engaging in the exchange in a back and forth manner and is appearing to be much more intentional, I am not so sure that he fully understands what he/she is saying during the exchange but he is enjoying the process and doing this very well- even to the point of moving on to next steps. Also, because the device has pre-programmed messages, might this be considered a level VI? Thank you in advance! Although I've been using this tool for years, I still over-think it, sometimes! Looking forward to your thoughts.
Karen
","userID":2020,"timestamp":"2016-10-04T17:24:40.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":613,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8538,"title":"Save the Date: AAC by the Bay 2017","body":"Dear Community, I thought to share this announcement with you before the link goes live for registration. I am attaching this flyer and very much hope that you may be able to join us! There are three possible ways to participate:
Please feel free to share! Thank you!
","userID":2020,"timestamp":"2016-11-17T20:58:37.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913"},{"starID":5784,"postID":8638,"userID":3145,"timestamp":"2017-02-20T14:00:21.123"},{"starID":5786,"postID":8638,"userID":11948,"timestamp":"2017-02-20T15:04:47.627"}],"PostCollectionItems":[]},{"postID":9729,"title":"Paper Matrix?","body":"I am wondering if the pdf or paper Matrix is still available to purchase? Thank you!
","userID":2020,"timestamp":"2017-03-20T23:30:57.257","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1015,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24450,"title":"Introducing the Communication Matrix as a \"Road Map\"","body":"I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
","userID":2020,"timestamp":"2019-11-25T20:40:44.297","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1750,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6075,"postID":24452,"userID":2020,"timestamp":"2019-11-25T20:40:50.09"},{"starID":6081,"postID":24452,"userID":3203,"timestamp":"2019-12-03T00:10:41.123"},{"starID":6145,"postID":24452,"userID":275986,"timestamp":"2022-10-19T19:38:38.873"}],"PostCollectionItems":[{"collectionItemID":461,"collectionID":166,"postID":24452,"quote":"This post includes helpful resources related to partner augmented symbol input and the idea of modeling. "}]}],"Posts1":[{"postID":3972,"title":"Is the child who speaks rarely and with great encouragement to be left with using speech alone? ","body":"Is a child truly a \"verbal\" communicator if he struggles to say one of only a handful words you have heard him or her say? I am of the opinion to NOT 'force speech' as the only way to communicate when you've heard a word here and there pop out of a child's mouth! These are the cases where the oral/verbal apraxia is still quite profound and pervasive. You see, the harder that a child tries to speak {{under pressure with your highly expectant pause}} the LESS likely the speech will happen. It is precisely for THIS REASON that AAC is needed (symbols: low, mid or high tech). In fact, AAC can help a child bypass this deeply intrusive apraxia (and ANARTHRIA) to *communicate* and possibly create a more calm neurological state; thus, allowing the speech to possibly \"pop\" out with LESS intentional pressure. The very definition of \"APRAXIA\" means that with INTENTION, the motor success and organization plummets... and is the worst!! So folks, for those kids with minimal verbal abilities, DECREASING the pressure may in fact serve to increase communication --especially when using easily accessible AAC......and thereby...... foster that speech you wanted in the first place. The child might also \"repeat\" what he hears on his/her device...and therefore the device may serve as a sort of verbal prompt!","userID":2020,"timestamp":"2014-10-30T10:23:35.917","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Karen takes some time to unpack clinical speech terms in highly practical and child-centered ways.","show":true,"views":156,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2065,"postID":3972,"userID":2016,"timestamp":"2014-10-30T14:12:54.297"},{"starID":2066,"postID":3972,"userID":1012,"timestamp":"2014-11-03T13:24:03.067"},{"starID":2067,"postID":3972,"userID":9043,"timestamp":"2014-11-05T10:02:00.69"}],"PostCollectionItems":[]},{"postID":4012,"title":"Matrix Community of Practice on PrAACtical AAC ","body":"http://praacticalaac.org/praactical/how-i-do-it-connecting-with-colleagues-in-a-shared-community-of-practice-by-karen-natoci-florka/\r\n","userID":2020,"timestamp":"2014-11-25T05:55:48.227","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"If you are looking for a very complete introduction to the Community of Practice project, Carole Zangari has offered it here. She interviewed one of our excellent project facilitators, Karen Natoci, and has lots of ideas about why this site and this project are important for kids with complex communication needs. I think that anyone who is new to the community should visit this blog site to get an overview from Carole's perspective.","show":true,"views":133,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2076,"postID":4012,"userID":1012,"timestamp":"2014-11-25T08:56:48.287"}],"PostCollectionItems":[]},{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2077,"postID":4020,"userID":2016,"timestamp":"2014-12-01T13:37:51.4"},{"starID":2080,"postID":4020,"userID":1012,"timestamp":"2014-12-02T10:12:38.747"},{"starID":2081,"postID":4020,"userID":9043,"timestamp":"2014-12-02T12:17:07.28"},{"starID":2087,"postID":4020,"userID":3152,"timestamp":"2014-12-04T06:23:35.793"},{"starID":5576,"postID":4020,"userID":2018,"timestamp":"2016-06-10T19:36:35.93"},{"starID":5610,"postID":4020,"userID":9032,"timestamp":"2016-08-14T12:55:55.823"},{"starID":5869,"postID":4020,"userID":17408,"timestamp":"2017-07-28T17:34:58.5"},{"starID":6031,"postID":4020,"userID":97708,"timestamp":"2019-06-28T16:28:19.317"}],"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]},{"postID":4038,"title":"At the Very Beginning: Working with Pre-Intentional Communicators by Carole Zangari","body":"This came up on my facebook feed today and had to share! http://praacticalaac.org/praactical/at-the-very-beginning-working-with-pre-intentional-communicators/","userID":2020,"timestamp":"2014-12-02T19:17:55.56","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":91,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2083,"postID":4038,"userID":1012,"timestamp":"2014-12-03T09:02:30.72"},{"starID":2084,"postID":4038,"userID":9043,"timestamp":"2014-12-03T14:22:29.08"}],"PostCollectionItems":[]},{"postID":4053,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4060,"title":"Great Resources for teaching Literacy for those with Complex Communication Needs! ","body":"http://www.everyonecommunicates.org/resources/literacy.html","userID":2020,"timestamp":"2014-12-14T17:45:16.787","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Great list of Resources! ","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2100,"postID":4060,"userID":2016,"timestamp":"2014-12-15T13:28:00.517"},{"starID":2102,"postID":4060,"userID":3154,"timestamp":"2014-12-16T09:26:43.553"}],"PostCollectionItems":[]},{"postID":4061,"title":"This is cool! ","body":"http://www.funflashingleds.com/shop/light-up-drum.html","userID":2020,"timestamp":"2014-12-14T17:51:15.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2101,"postID":4061,"userID":1012,"timestamp":"2014-12-15T14:31:58.673"}],"PostCollectionItems":[]},{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2103,"postID":4064,"userID":2020,"timestamp":"2014-12-17T07:14:51.8"},{"starID":2104,"postID":4064,"userID":3157,"timestamp":"2014-12-18T16:22:06.127"},{"starID":2112,"postID":4064,"userID":2016,"timestamp":"2015-01-04T10:50:16.19"}],"PostCollectionItems":[]},{"postID":4080,"title":"From our friends at PrAACtical AAC ! ","body":"I especially like this one: \"Don't pre-empt!\" Always great to wait. wait and wait! I love reading these reminders! :) \r\n\r\nhttp://praacticalaac.org/praactical/communicating-with-people-who-are-learning-to-use-aac-5-strategies-we-cant-live-without/?utm_source=twitterfeed&utm_medium=facebook","userID":2020,"timestamp":"2014-12-23T04:46:39.773","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4081,"title":"Where to start?","body":"Here's a link to a site with lots of ideas for access and engagement for emerging communicators! \r\nhttp://www.pisp.ca/kits/index_academic.html\r\n","userID":2020,"timestamp":"2014-12-26T08:07:49.633","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2108,"postID":4081,"userID":9043,"timestamp":"2014-12-29T12:58:41.817"}],"PostCollectionItems":[]},{"postID":4136,"title":"Short and Sweet but Powerful Videos with Dr. Caroline Musselwhite ","body":"Dr. Caroline Musselwhite on LIteracy for All! \r\nhttp://www.engagingalllearners.ca/ip/conversation-with-caroline-musselwhite/index.php","userID":2020,"timestamp":"2015-01-11T15:05:48.39","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Good short video reminding us that, in Dr. Musselwhite's own words, \"good literacy instruction is good for all students.\"","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2123,"postID":4136,"userID":9043,"timestamp":"2015-01-13T08:51:58.72"}],"PostCollectionItems":[]},{"postID":4227,"title":"Remnant Books","body":"On Monday (or any other day,) our students may come to school with news to share! When our students arrive home, they may have school news to share, too! Great ideas for the exchanging of information: levels V, VI, VII! \r\n\r\nhttp://www.talklink.org.nz/index.php/2015/01/07/tip-of-the-month-january-2015-remnant-books/","userID":2020,"timestamp":"2015-01-29T09:38:08.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great resource on remnant books (books that record the student's experiences)","show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2138,"postID":4227,"userID":2021,"timestamp":"2015-01-29T15:18:15.23"},{"starID":2139,"postID":4227,"userID":9043,"timestamp":"2015-01-29T18:42:14.5"}],"PostCollectionItems":[]},{"postID":4291,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5365,"title":"Teaching the ABCs? ","body":"Another great idea from PrAACtical AAC! http://praacticalaac.org/praactical/a-praactical-literacy-activity-for-beginning-communicators/","userID":2020,"timestamp":"2015-03-03T16:50:15.667","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5383,"title":"St. Patrick's Day Fun! from PrAACtical AAC","body":"A sensory based Literacy activity involving how I customized Shared Reading for students at all levels on the Matrix! Published on tarheel reader (links and lesson plan in the post) http://praacticalaac.org/praactical/praactically-reading-with-karen-natoci-in-my-pot-of-gold/","userID":2020,"timestamp":"2015-03-10T06:35:22.59","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3178,"postID":5383,"userID":2023,"timestamp":"2015-03-10T09:53:13.253"}],"PostCollectionItems":[]},{"postID":5510,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:11.153","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5511,"title":"PrAACtically Reading column at PrAACtical AAC site","body":"Hi all! Just want to share this fun shared reading that was done a bit spontaneously! Happy Reading!! http://praacticalaac.org/praactical/praactically-reading-the-cat-in-the-hat-with-karen-natoci/","userID":2020,"timestamp":"2015-05-07T06:13:44.097","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"Karen provided us with a wonderful post about how to build vocabulary around shared reading. Lovely examples of how we can promote literacy skills for students with severe disabilities. Way to go Karen. ","show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3208,"postID":5511,"userID":1015,"timestamp":"2015-05-10T14:56:55.42"}],"PostCollectionItems":[]},{"postID":5514,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5545,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:40.777","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5546,"title":"Level I- II: Keep it simple, fun, interactive, engaging, silly. ","body":"I have to remind myself that when playing and interacting with early communication learners- the \"message\" that a \"device\" or \"symbol\" may indicate may not be so \"meaningful\" and \"iconic\" ... it merely has to be interactive, fun, and engaging! It's about saying the \"cute\" stuff. Like: \"boop!\" or, \"oooopppp!\" or, \"whooop!\" or the famous CORE word, \"uh-oh!\" during play or a turn-taking exchange. Nothing more than that! Engage: use eyes, the voca with this \"boop\" language, while doing silly stuff! That's all~~ To foster level III, pause. Pause enough & give the child a chance to say the silly word, too! (I'll post a video...it's so simple and fun!) ","userID":2020,"timestamp":"2015-05-30T21:15:53.247","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5547,"title":"Video Modeling ","body":"The idea to take short video (snippets of about 30 seconds) to model AAC is a great way to share among a child's communication partners! (That is, multiple examples can be taken of how to say \"stop,\" for example across a variety of environments with different partners and situations.) Great idea for the communication partner to model, allow the child a chance to imitate or practice saying the word, repeat, and the communication partner can then model with \"one more word\" & expand (example: \"you stop!\") Here are few examples- looks like the PODD compass here~ \r\n\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com/2015/05/video-modeling-for-aac.html?spref=fb","userID":2020,"timestamp":"2015-05-31T06:30:38.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5560,"title":"Shared Reading - by the wonderful Jane Farrall","body":"Here is a link to an excellent explanation on how to share a story with children who are AAC learners- even those who are at the earliest Matrix levels! A simple big mac that says a core word, \"more\" can prompt the reader to re-read the page, point to \"more\" items on a page, and... interact in 'response' to the learner. It's all about engagement! :) \r\n\r\nHere's the link: \r\n\r\nhttp://www.janefarrall.com/shared-reading-focus-on-interaction/\r\n\r\n","userID":2020,"timestamp":"2015-06-06T18:33:50.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":606,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3234,"postID":5560,"userID":2016,"timestamp":"2015-06-07T09:31:51.603"}],"PostCollectionItems":[]},{"postID":6560,"title":"Shared Reading: with Tangibles, 2-Dimensional Symbols & all! ","body":"Here's a link to a fun sharing of the adorable story, \"Over in the Garden\" by Jennifer Ward published today on the PrAACtical Reading site! http://praacticalaac.org/praactical/praactically-reading-over-in-the-garden-with-karen-natoci/","userID":2020,"timestamp":"2015-06-11T09:47:36.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6593,"title":"Last day of June, Vision care month!! ","body":"Thought I'd post a link to this today! I have a particular interest in modifying symbols for students with vision challenges. This link was originally shared by the PrAACtically AAC site and I thought I'd share here! \r\nhttp://kidzlearnlanguage.blogspot.com/2015/06/june-is-vision-health-month-are-you.html","userID":2020,"timestamp":"2015-06-30T08:07:01.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":47,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4236,"postID":6593,"userID":1012,"timestamp":"2015-06-30T12:47:33.433"}],"PostCollectionItems":[]},{"postID":6626,"title":"Thank you, Maria Shriver","body":"http://time.com/3968428/maria-shriver-special-olympics/?xid=fbshare","userID":2020,"timestamp":"2015-07-24T18:32:32.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6688,"title":"from PrAACtically Reading! ","body":"Sharing this from the PrAACtical AAC site! Loved this book by Todd Parr called, It's Okay to Be Different! Here is a link to the lesson plan and some activities that we did. Happy September everyone!!
http://praacticalaac.org/praactical/praactically-r...
","userID":2020,"timestamp":"2015-09-01T11:49:01.103","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6706,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:36:48.193","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803"}],"PostCollectionItems":[]},{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Jane Farrall's Update App List
and an image of her App Wheel!
","userID":2020,"timestamp":"2015-12-09T11:36:22.187","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677"},{"starID":5436,"postID":7908,"userID":2016,"timestamp":"2016-01-26T20:47:49.06"}],"PostCollectionItems":[]},{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143"}],"PostCollectionItems":[]},{"postID":7943,"title":"Kate Ahern, M.S., ATP in Oklahoma","body":"Here is an event worth sharing~
Developing Core Communications and Literacy Skills for Young Children with Severe Impairments
Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5454,"postID":8008,"userID":3149,"timestamp":"2016-02-09T09:26:56.343"},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263"},{"starID":5465,"postID":8008,"userID":3157,"timestamp":"2016-02-17T13:36:39.45"},{"starID":5467,"postID":8008,"userID":3152,"timestamp":"2016-02-18T06:53:17.513"},{"starID":6034,"postID":8008,"userID":79785,"timestamp":"2019-08-08T10:55:20.827"}],"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]},{"postID":8093,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":529,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5490,"postID":8093,"userID":9043,"timestamp":"2016-03-07T08:49:34.213"}],"PostCollectionItems":[]},{"postID":8097,"title":"","body":"","userID":2020,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8102,"title":"Visual Strategies for Aided Language Input-Book Recommendations","body":"Ii remember just starting out in my experiences with kiddos who present with Complex Communication Needs including the more challenging levels of Autism + Intellectual Disabilities. While searching, in addition to learning about the Communication Matrix, I learned about Linda Hodgdon's work on using visual strategies. Her ideas made sense to me! I am happy to recommend two of her books:
Visual Strategies for Improving Communication
and,
Solving Behavior Problems in Autism
The ideas in both of these texts are simple! I remember feeling and experiencing such an \"Ah-hah!\" moment while reading the books. Basically, it's about making the world predictable and meaningful to the child by using symbols. Any symbol will do- it can be part of the real object, a line drawing, anything is better than nothing. When using a symbol in addition to the spoken language or the sign, this multi-modal input can be clarifying for a child who needs this much-needed redundancy to understand the language in association to what is going on! The themes presented in her work are being heard now as \"Aided Symbol Input\" are, in my opinion, helping children engage through multi-modal, redundant receptive supports.
Here is a link to Linda's website and more information!
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40"}],"PostCollectionItems":[]},{"postID":8131,"title":"Core and the Matrix","body":"I was thinking about what Core words would work within the framework of the Communication Matrix grid and this is what I came up with. Any thoughts? The core words - so vague - and untangible and perhaps minimally iconic, can be used receptively, in high contrast, in clear, consistent ways, multi modal, from a perceptive communication partner who is reading the behavioral expressions of the communication learner.
","userID":2020,"timestamp":"2016-03-18T21:43:46.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1648,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":1,"collectionID":3,"postID":8131,"quote":"From the wonderful Jane Farall: "}]},{"postID":8142,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1623,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":4,"collectionID":3,"postID":8142,"quote":"This is a lovely example of receptive use of symbols to engage with a story!"}]},{"postID":8146,"title":"Communication Partner Strategies: On modeling","body":"When I think of supporting those who are learning to use\r\nsymbols to communicate, it starts with the support of their communication\r\npartners. Jane Farrall nails it here in\r\nthis blog entry quoting Jane Korsten, the author of Every Move Counts, Clicks\r\nand Chats (Jane Korsten, Terry Voss and Lisa Berry). Jane\r\nFarrall- Systemic Change for Individual Success. Here is the quote and why we all need to\r\nbring something symbolic to the child, which is in essence, modeling what we\r\nwill expect from them expressively some day. \r\n
It is critical for an\r\nindividual to not only have symbols, but also to have experience with those\r\nsymbols in a symbol rich environment / print rich environment. The typically\r\ndeveloping child will have been exposed to oral language for approximately\r\n4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different\r\nsymbol set and only has exposure to it two times a week, for 20 – 30 minutes\r\neach, it will take the alternate symbol user 84 years to have the same\r\nexperience with his symbols that the typically developing child has with the\r\nspoken word in 18 months!!!
The typically developing child\r\nwill demonstrate language competency around 9 – 12 years of age having been\r\nimmersed in and practicing oral language for approximately 36,500 waking hours.\r\nFor 9 – 12 years that child has been using and receiving corrective feedback\r\nwhile practicing with the spoken word.
At twice a week, 20 – 30\r\nminutes each time, it will take the alternate symbol user 701 years to have the\r\nsame experience.
Just in case the link above didn't work, here it is again, here.
Jane Farrall- Systemic Change for Individual Success
","userID":2020,"timestamp":"2016-03-05T12:33:25.533","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":52,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8181,"title":"Just Published: AAC Modeling Intervention Research Review- Samuel Sennott, Janice Light, David McNaughton, ","body":"This article has just been published in the journal for Research and Practice for Persons with Severe Disabilities, April, 2016. Here is a link: here.
Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
The National Joint Committee has shared the 2016 REVISED and IMPROVED \"Communication Bill of Rights\"! You can find it here.
","userID":2020,"timestamp":"2016-05-04T21:18:07.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5541,"postID":8199,"userID":9043,"timestamp":"2016-05-14T01:15:55.71"},{"starID":5561,"postID":8199,"userID":3152,"timestamp":"2016-05-30T21:53:46.843"}],"PostCollectionItems":[]},{"postID":8213,"title":"Cortical Vision and Super Early first books","body":"I wanted to share a link to some great ideas on introducing books here for our early learners with Cortical Vision Impairment. I am spending the morning reviewing the information at this site and it is worth the time! Here is a link to the CVI site which is part of the American Printing House for the Blind.
Here is a link to Amazon which also has additional books to consider! (The picture below is an example!)
","userID":2020,"timestamp":"2016-05-14T20:06:42.2","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5542,"postID":8213,"userID":9043,"timestamp":"2016-05-16T15:56:22.233"}],"PostCollectionItems":[]},{"postID":8259,"title":"Integrating Academic, Communication and Motor Programs for Students with Significant Disabilities ","body":"I want to share this wonderful handout- developed by Karen Erickson. I have found this very helpful to prevent overwhelming children with too many \"hard things\" to do at once. The link is here: red, yellow, green
","userID":2020,"timestamp":"2016-06-05T03:52:22.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":507,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5569,"postID":8259,"userID":4370,"timestamp":"2016-06-07T06:46:03.24"},{"starID":5758,"postID":8259,"userID":8731,"timestamp":"2017-01-20T01:34:22.817"}],"PostCollectionItems":[]},{"postID":8287,"title":"Project CORE ","body":"Check this out! Project Core. The aim of the project (from the website) is to: \"Develop a comprehensive implementation program for the delivery of universal core vocabulary instruction and augmentative communication supports using the multi-tiered system for augmenting language (mSAL).\"
The target groups: \"Students with significant cognitive disabilities and complex communication needs who demonstrate intentional behaviors but do not use symbols to meet a broad range of communication needs with a range of communication partners.Teachers, related service providers, and other classroom staff who are providing instruction to students with significant cognitive disabilities who can benefit from using symbols to communicate.\"
Wanted to share this as I believe this is very new and from the Center for Literacy and Disability Studies at UNC.
","userID":2020,"timestamp":"2016-06-22T04:26:26.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":857,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5586,"postID":8287,"userID":9281,"timestamp":"2016-06-22T05:46:20.523"},{"starID":5587,"postID":8287,"userID":9043,"timestamp":"2016-06-23T17:50:09.17"},{"starID":5591,"postID":8287,"userID":2018,"timestamp":"2016-07-06T04:24:49.97"}],"PostCollectionItems":[]},{"postID":8290,"title":"Early literacy experiences, high contrast, CVI and a bit of early CORE","body":"Just thought to share some nice books out there that might be great for your kiddos with CVI or just need the clean colors for attention and learning! I truly LOVE these books. I discovered them at a bookstore here in Portland. Here's the link: High Contrast Board Books and CORE! as featured on PrAACtical AAC!
","userID":2020,"timestamp":"2016-06-30T04:16:22.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5589,"postID":8290,"userID":9043,"timestamp":"2016-07-01T16:59:07.387"}],"PostCollectionItems":[]},{"postID":8377,"title":"Special Education Teacher opening at The Bridge School ","body":"Hello friends! Here is the position of Special EducationTeacher at The Bridge School as a pdf. Please share! I would love to have you consider this position! Here is the description:
The special education teacher works as part of an interdisciplinary team to provide an educational program to children with severe speech and physical impairments. This individual is responsible for: assessing and evaluating students and programs; implementing curriculum; managing and supporting students in general education settings; planning components of the educational program and providing individual student case management; working collaboratively with a speech and language pathologist and specialist consultants (O.T., CVI, etc.); supervising instructional assistants, interns and volunteers; and participating in the ongoing development of Bridge School programs. The special education teacher reports directly to the Director of Education and the Director of Education and Transition. Applicants must hold or be eligible for applicable California Teaching Credentials. Full position details can be found at: The Bridge School .
","userID":2020,"timestamp":"2016-08-03T02:48:58.287","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":119,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5603,"postID":8377,"userID":1012,"timestamp":"2016-08-04T16:55:52.59"}],"PostCollectionItems":[]},{"postID":8396,"title":"ISAAC Sharing","body":"Greetings! Would anyone who had the privilege of attending ISAAC please share some great resources here? For example, I am interested in this presentation.. did anyone attend? Thank you! https://www.isaac-online.org/conference/modules/re... I'm sure there were other wonderful presentations! Thank you!
","userID":2020,"timestamp":"2016-08-20T05:43:35.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":141,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8484,"title":"Reciprocal communication exchanges - where on the Matrix?","body":"Hello Matrix Community!
I have a child who is communicating at a Matrix level II who is learning to access a sequencer to engage in a reciprocal communication exchange. Although this type of exchange is not indicated as an example on the Communication Matrix Profile, where might this emerging skill go? Does this exchange help him advance to level III? The communication function is more like \"maintaining an interaction\" and is not explicitly listed within this tool. While I feel that this child is engaging in the exchange in a back and forth manner and is appearing to be much more intentional, I am not so sure that he fully understands what he/she is saying during the exchange but he is enjoying the process and doing this very well- even to the point of moving on to next steps. Also, because the device has pre-programmed messages, might this be considered a level VI? Thank you in advance! Although I've been using this tool for years, I still over-think it, sometimes! Looking forward to your thoughts.
Karen
","userID":2020,"timestamp":"2016-10-04T17:24:40.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":613,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8538,"title":"Save the Date: AAC by the Bay 2017","body":"Dear Community, I thought to share this announcement with you before the link goes live for registration. I am attaching this flyer and very much hope that you may be able to join us! There are three possible ways to participate:
Please feel free to share! Thank you!
","userID":2020,"timestamp":"2016-11-17T20:58:37.757","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":123,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913"},{"starID":5784,"postID":8638,"userID":3145,"timestamp":"2017-02-20T14:00:21.123"},{"starID":5786,"postID":8638,"userID":11948,"timestamp":"2017-02-20T15:04:47.627"}],"PostCollectionItems":[]},{"postID":9729,"title":"Paper Matrix?","body":"I am wondering if the pdf or paper Matrix is still available to purchase? Thank you!
","userID":2020,"timestamp":"2017-03-20T23:30:57.257","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1015,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24450,"title":"Introducing the Communication Matrix as a \"Road Map\"","body":"I use the Matrix for several reasons: it has a nice visual presentation and makes my evaluation results easy to display in a clear, understandable way. For example, I will literally grab the nearest marker or colored pen & draw on it when conversing with families. I might draw arrows, use different color highlighters and turn the grid into a living, interactive document to map next steps with the team and justify suggested goals. Sharing the completed Matrix at meetings helps to maintain a team’s focus. Color coding provides a “map” or a “plan” moving to “next steps”. This provides a basis for team decisions while maintaining accountability over time.
When it’s your turn to talk during an IEP, it is a good idea to give a little “backstory” when reviewing the seven levels of communication while you exhibit the Communication Matrix Grid to the team. For example, I might preface my discussion of early communication by reviewing the concept pictured below in Figure 1 (Rowland and Schweigert, First things First: early communication for the pre-symbolic child with severe disabilities, 2004). I share this as an example of a “triangle of early communication” and briefly explain that communication involves two partners and a message (topic). (I might point to myself, another person on the team and then point to their coffee cup, as the topic to make my point.)
I explain that at the first two levels of communication (level I, II), the learner may use many ways to communicate and the burden of understanding the message is often placed on a knowledgeable partner (which may involve some guessing.) Communication at the first two levels on the Matrix is mostly successful with familiar communication partners, about familiar topics and routines involving basic needs. Figure 1 shows that a learner may communicate unintentionally even if engaging directly with an object OR person while showing questionable intent to convey a message. In this case, much guessing may take place and communication misunderstandings may occur. Levels I and II are illustrated when two sides of this communication triangle (figure 1) are connected (learner conveys interest toward a person OR a topic but not both at the same time) and Level III is satisfied when all three sides are connected (figure 1) and the learner conveys topic to a partner OR learner leads partner to the topic. Level III is often a multi-modal, communicative performance between familiar communication partners. Those learners who communicate at a level III are more successful because both the learner and the partner have understood the message; therefore, guessing is reduced or eliminated. Level III communicators often know how to use their body language, calling devices and the environment to meet basic communication needs, gain attention, make choices, refuse and engage in back and forth communicative exchanges – all without a communication device! Overall, level III communicators are more likely to be successful in communicating with their less familiar partners moving to level IV.
The Communication Matrix is an assessment of a person’s early expressive forms and functions. The role of the communication partner is to use receptive supports to promote progress on the Matrix by being responsive and embed potential “symbols” to help “connect the missing piece of the triangle” as shown in Figure 1. The way partners do this may vary (using objects, gestures/signs, graphic symbols, speech generating devices) but the idea is for the partner to model (receptively) the use of language forms the learner may be able to use very soon. Modeling can be done by grabbing a relevant object in the learner’s environment or by slowly and deliberately selecting the appropriate message (1-2 symbols) on a child’s communication system while simultaneously talking. This is known as partner-augmented input. It helps to create clarity and adds multi-modal redundancy when communicating. The Communication Matrix training that I received helped me to conduct this slowly without any overt expectations from the learner. I have learned to appreciate this as many blog posts out there tend to push forward “fast AAC:” multi-symbol AAC modeling (sentence level modeling) when it is not within reach of a child’s MLU and developmental level.
We know that many terms have been used (e.g., Aided Language Input, Modeling, Natural aided language, aided language modeling, aided language stimulation, Augmented Input) to describe the evidenced-based approaches to teach children who are learning to use AAC approaches by modeling the use of AAC tools and strategies in context. Here’s how I think about it using the Communication Matrix to help guide AAC interventions.
An example of a level II student receiving augmented input with relevant objects in the environment:
It is time to board the school bus. The adult (communication partner) can bring a piece of the seatbelt to the student while saying “time to go on the bus” augmenting the message. In this scenario, the communication partner is “talking level III to the level II student.”
An example of a level II student who shows an interest in 2-dimensional symbols:
The knowledgeable adult (or peer) brings a photo or schematic drawing of the school bus into the interaction to augment the message. In this scenario, the communication partner is “talking level V to the level II student.”
Teams may choose several scheduled activities to represent and use during natural interactions using partner augmented input. By doing so, we establish the foundation for learners to eventually express themselves because they are being exposed to symbols and relevant objects/activities in meaningful ways throughout the day (the completed communication triangle referenced in my previous post)
Figure 1
A review of figure 1 (see end of post for figures) may show how receptive use of some key core words align with the Matrix. It may be a nice idea to bring the corresponding symbols with you to meetings and demonstrate just how to perform partner augmented input. The targeted symbols shown (stop, more, want) are used for a student who is mainly communicating at a level III. In this instance, the team agreed to emphasize these symbols (which themselves are level V) receptively, using partner-augmented input TO the student communicating at a level III.
Figure 2
In figure 2, we circled the target area and shared symbols that align with the message to use receptively. The parents of this student were concerned about his need for more social experiences (he had orthopedic challenges and his expressions were difficult to interpret). This student was beginning to use a voice output communication aid to reinstate pleasurable activities (i.e., a big mac to say “more!”) The team used this image to justify the modeling of these core words (pictured here) to build the foundation for his eventual spontaneous use of “hi” or “hey” to greet or gain attention which would be found in his new and more robust AAC System.
Figure 3
Sometimes we’ve drawn arrows on the Matrix (figure 3) to consider the learner’s needs and options for intervention and support. In this illustration, we consider supporting more communicative functions (horizontal) or type of symbolic support (vertical).
Figure 4
Figure 4 shows how we may simply draw a circle around the communication function to promote using a new form (their new device).
Figure 5
Figure 5 shows how we use partner-augmented input (PAI) that is just one level above where a learner is communicating. The black arrows depict the receptive communication taking place using modeling (PAI) strategies.
Figure 6
The areas highlighted in yellow in figure 6 show how this student’s abilities were limited to using body based forms alone with live voice scanning. The areas in orange show how he, undergoing AAC device trials, benefited from using Unity (Accent 1400 with NuEye). The Accent allowed this student to communicate autonomous messages at a distance. This student’s abilities have moved beyond the scope of the Matrix. We included this image in his AAC Funding report.
Figure 7
This Matrix (figure 7) kicked off a wonderful conversation with the team and family as the unaided and aided AAC tools and systems enhanced his communication in different ways with different partners. The “P” indicated in level VII are his pre-programmed messages, used strategically, so that the learner could be a more efficient communicator.
Figure 8
In this Matrix (figure 8), the yellow shows this learner’s use of body based communication (unaided, including live voice scanning) with familiar partners to include the ability to convey new information through yes/no questioning. The green shows how using the Tobii further enhanced his ability to begin to communicate more completely, at a distance, and with unfamiliar partners.
Figure 9
This figure (figure 9) shows how the most common way to use colors on the Matrix is to celebrate progress! As seen in this image, I like to use different colors to show change and usually start here before drawing arrows and circles all over it!
Summary
Using the Communication Matrix in this way is an alternative, non-standard way of coding the Matrix to reference during an IEP or for embedding in a report. It can be a dynamic way to clarify how learners communicate using different tools and strategies, as well as a roadmap for measuring progress. Discussing the results of the Communication Matrix in this visual manner provides opportunities to talk about how partners may play an essential role to promote progress.
Helping learners to use AAC systems effectively doesn’t come out of thin air! Expressive AAC use happens when thoughtful partners use partner-augmented input and practice modeling strategies during natural interactions. This can be illustrated by drawing right on the Matrix itself. Discussing receptive supports in a team meeting may help to build the foundation for eventual expressive use of a personal AAC system. Add patience and consistency… you have a recipe for success!
Note: All images in this post are reprinted with permission and are representations of the printed version of the Communication Matrix (Rowland, 2004).
I would like to share some resources related to partner augmented symbol input and modeling. The first is a pdf (attached) of a presentation I created providing a quick overview of partner augmented symbol input and the concept of modeling. You will notice the presentation includes a link to the ProjectCore website where you can download a pdf core board to get started http://www.project-core.com
I have also attached a pdf visual support related to the SMORRES strategy mentioned in the presentation, which can also be retrieved from: http://www.talcaac.com/S%27Mores%20Verbal%20Practice.pdf
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This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
Many of us have had the experience of conversations in which someone offers us condolences for something that happened in our lives. This video about Empathy and Sympathy comes from RSA but really applies to all of us. I am so happy to have the words to describe the differences and how they make me feel. At this season of the year, I am so happy to have many friends who understand that empathy helps us connect.
Try out this link. I think you'll understand
","userID":11508,"timestamp":"2015-11-20T10:11:40.423","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6878,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6885,"title":"Research Project: AAC Data Collection and Reporting","body":"I got this request to participate in a survey this week. It's about AAC data collection and reporting. A PhD candidate at the university of Pittsburg is asking for Speech and Language Clinicians to participate and share their ideas about the things that they feel are important to clinical interventions and outcomes measurement. Of course, I thought right away of the Communication Matrix and also about the CSI-CY tools. But I'm not an SLP so I can't participate. I thought I would send this information on to you folks in hopes that you can help represent the needs of people with Complex Communication Needs in this survey.
The survey takes about 20 minutes to complete and can be found at http://goo.gl/rQLsoU.
Your cooperation and assistance are most sincerely appreciated.
Erh-Hsuan Wang, MSPhD Student & Graduate Student Assistant
Department of Health Information Management
School of Health & Rehabilitation Sciences
University of Pittsburgh
E-mail: erw39@pitt.edu
I hope you can find time to complete this survey. It seems like the Communication Matrix Community of Practice would have a lot to contribute to this research.
Thanks for considering it. And have a VERY happy Thanksgiving!
Gayl Bowser
","userID":11508,"timestamp":"2015-11-25T15:05:50.593","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6886,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8438,"title":"Instructional materials and strategies for gaps in the social area","body":"I am posting this on behalf of another person.
I have a student who has autism who has many gaps in the area of social communication.
He had 100% at level 3 including the social items.(Unconventional)
The majority of his skills were in the obtain and refusal area for levels 4,5 and 6.. AT levels 5 and 6 he uses behavior and picture symbols and some signing.
Interest inventories have been done over time. But his interests vary greatly. He loves edible gummies, wheelchair rides and he has a favorite blanket. He has issues about walking even though he can do it but he loves to ask for walks in the wheelchair.
I am looking for materials that have been successful for increasing skills in the social area.
","userID":11508,"timestamp":"2016-09-14T21:07:44.88","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5636,"postID":8438,"userID":9043,"timestamp":"2016-09-16T16:51:43.4"}],"PostCollectionItems":[]},{"postID":10852,"title":"Teaching Sharing of Information.","body":"In the Matrix there are four categories of early sharing of information. They are:
\n-Answers \"Yes\" and \"No\" questions
-Asks questions
-Names things or people
-Makes comments
My question to you is , How do you teach these specific skills? What strategies do you use at home in your educational program or in your therapy to help kids learn to do these things?
\nI'm looking for lots of ideas. Any assistance would be greatly appreciated!
","userID":11508,"timestamp":"2017-08-26T16:29:43.093","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":360,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5874,"postID":10852,"userID":39268,"timestamp":"2017-09-07T16:38:34.383"}],"PostCollectionItems":[]},{"postID":10884,"title":"Hurricane Harvey and Complex Communication needs","body":"This is a post from the QIAT List about efforts to help people with complex communication needs who are impacted by Hurricane Harvey. There are some useful links here. Whether you are in Texas and Louisiana or just in a place that migt be impacted by a natural disaster in the future, You may find this information useful. We all need a \"GO Plan.\"
Please take time to read and share this information. Posted on behalf of Betsy Caporale
USSAAC is thinking of people with complex communication needs and their allies affected by Hurricane Harvey, and preparing its response. We have established a website (https://harveyaac.recovers.org/), designed to help people who use AAC and their family members in communities impacted by hurricane Harvey. Individuals with complex communication needs, family members and professionals can request help that results in re-establishing someone's ability to communicate using AAC methods. Professionals, companies, and institutions can offer to donate or volunteer skills as well as tools and technologies by clicking on the buttons above. Information and offerings will be kept confidential and only shown to vetted organizations helping the AAC community. Organizations who join this effort can post their services, request resources, and access the databases of needs, donations, and volunteers.
Other resources or ways to support individuals affected by hurricane Harvey are available on our Facebook page at https://www.facebook.com/ussaac1/.
Harvey is the kind of disaster whose effects, like those of Katrina, will last a long time. USSAAC stands ready to help, as we did in Hurricane Katrina and other disasters. Let us know how we can assist. Please visit https://harveyaac.recovers.org/ and take a look.
Updated Resources will also be made available on our Emergency Preparedness Page.
How do you teach joint attention to children of high school age? I am looking for some new ideas for my classroom
When I first began to get to know children with complex communication needs, I depended heavily on experts. Every week, students in my classroom were visited by a Speech and Language Clinician, an Occupational Therapist, a Physical Therapist and another SLP who specialized in Augmented and Alternative Communication. I learned enormous amount from each of these specialists and depended on them to help me make decisions about the types of strategies that each child needed and the communication systems that would help them achieve their goals. If I thought of a change or innovation in the program for an individual child, I checked with the experts to make sure that what I was suggesting was the right thing to do.
This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
Many of us have had the experience of conversations in which someone offers us condolences for something that happened in our lives. This video about Empathy and Sympathy comes from RSA but really applies to all of us. I am so happy to have the words to describe the differences and how they make me feel. At this season of the year, I am so happy to have many friends who understand that empathy helps us connect.
Try out this link. I think you'll understand
","userID":11508,"timestamp":"2015-11-20T10:11:40.423","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6878,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6885,"title":"Research Project: AAC Data Collection and Reporting","body":"I got this request to participate in a survey this week. It's about AAC data collection and reporting. A PhD candidate at the university of Pittsburg is asking for Speech and Language Clinicians to participate and share their ideas about the things that they feel are important to clinical interventions and outcomes measurement. Of course, I thought right away of the Communication Matrix and also about the CSI-CY tools. But I'm not an SLP so I can't participate. I thought I would send this information on to you folks in hopes that you can help represent the needs of people with Complex Communication Needs in this survey.
The survey takes about 20 minutes to complete and can be found at http://goo.gl/rQLsoU.
Your cooperation and assistance are most sincerely appreciated.
Erh-Hsuan Wang, MSPhD Student & Graduate Student Assistant
Department of Health Information Management
School of Health & Rehabilitation Sciences
University of Pittsburgh
E-mail: erw39@pitt.edu
I hope you can find time to complete this survey. It seems like the Communication Matrix Community of Practice would have a lot to contribute to this research.
Thanks for considering it. And have a VERY happy Thanksgiving!
Gayl Bowser
","userID":11508,"timestamp":"2015-11-25T15:05:50.593","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6886,"title":"","body":"","userID":11508,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8438,"title":"Instructional materials and strategies for gaps in the social area","body":"I am posting this on behalf of another person.
I have a student who has autism who has many gaps in the area of social communication.
He had 100% at level 3 including the social items.(Unconventional)
The majority of his skills were in the obtain and refusal area for levels 4,5 and 6.. AT levels 5 and 6 he uses behavior and picture symbols and some signing.
Interest inventories have been done over time. But his interests vary greatly. He loves edible gummies, wheelchair rides and he has a favorite blanket. He has issues about walking even though he can do it but he loves to ask for walks in the wheelchair.
I am looking for materials that have been successful for increasing skills in the social area.
","userID":11508,"timestamp":"2016-09-14T21:07:44.88","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5636,"postID":8438,"userID":9043,"timestamp":"2016-09-16T16:51:43.4"}],"PostCollectionItems":[]},{"postID":10852,"title":"Teaching Sharing of Information.","body":"In the Matrix there are four categories of early sharing of information. They are:
\n-Answers \"Yes\" and \"No\" questions
-Asks questions
-Names things or people
-Makes comments
My question to you is , How do you teach these specific skills? What strategies do you use at home in your educational program or in your therapy to help kids learn to do these things?
\nI'm looking for lots of ideas. Any assistance would be greatly appreciated!
","userID":11508,"timestamp":"2017-08-26T16:29:43.093","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":360,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5874,"postID":10852,"userID":39268,"timestamp":"2017-09-07T16:38:34.383"}],"PostCollectionItems":[]},{"postID":10884,"title":"Hurricane Harvey and Complex Communication needs","body":"This is a post from the QIAT List about efforts to help people with complex communication needs who are impacted by Hurricane Harvey. There are some useful links here. Whether you are in Texas and Louisiana or just in a place that migt be impacted by a natural disaster in the future, You may find this information useful. We all need a \"GO Plan.\"
Please take time to read and share this information. Posted on behalf of Betsy Caporale
USSAAC is thinking of people with complex communication needs and their allies affected by Hurricane Harvey, and preparing its response. We have established a website (https://harveyaac.recovers.org/), designed to help people who use AAC and their family members in communities impacted by hurricane Harvey. Individuals with complex communication needs, family members and professionals can request help that results in re-establishing someone's ability to communicate using AAC methods. Professionals, companies, and institutions can offer to donate or volunteer skills as well as tools and technologies by clicking on the buttons above. Information and offerings will be kept confidential and only shown to vetted organizations helping the AAC community. Organizations who join this effort can post their services, request resources, and access the databases of needs, donations, and volunteers.
Other resources or ways to support individuals affected by hurricane Harvey are available on our Facebook page at https://www.facebook.com/ussaac1/.
Harvey is the kind of disaster whose effects, like those of Katrina, will last a long time. USSAAC stands ready to help, as we did in Hurricane Katrina and other disasters. Let us know how we can assist. Please visit https://harveyaac.recovers.org/ and take a look.
Updated Resources will also be made available on our Emergency Preparedness Page.
How do you teach joint attention to children of high school age? I am looking for some new ideas for my classroom
When I first began to get to know children with complex communication needs, I depended heavily on experts. Every week, students in my classroom were visited by a Speech and Language Clinician, an Occupational Therapist, a Physical Therapist and another SLP who specialized in Augmented and Alternative Communication. I learned enormous amount from each of these specialists and depended on them to help me make decisions about the types of strategies that each child needed and the communication systems that would help them achieve their goals. If I thought of a change or innovation in the program for an individual child, I checked with the experts to make sure that what I was suggesting was the right thing to do.
This type of expert model of AT service delivery is very similar to the systems that are used in hospitals and clinical settings. Expert models generally have formal referral systems in which specialists conduct assessments, make decisions and share those decisions with people who have responsibilities to implement them. In an expert AAC system, individuals who work and live with people with complex communication needs receive training from a specialist who has lots of experience and, often, a specific organized approach to helping the individual meet communication goals. One-to-one expert models are applied with the assumption that students require specialized, ongoing AAC expertise in order to learn basic communication skills like those addressed in the Communication Matrix- refusing, requesting, social communication and sharing information. There’s also an assumption that the everyday work of selecting and programming communication systems, customizing them and planning for implementation of communication programs needs specialized skills that parents, teachers and care givers do not have.
As I gained experience with my students, I also gained independence. I was able to apply the knowledge I gained with one student to others with similar communication needs. My capacity to make good choices about everyday routines and activities that would help my students communicate grew and changed. I found that I was no longer depending heavily on the experts who visited my classroom and we found that we needed to change our model support services to better match what was needed by classroom staff.
There has recently been a lot of attention given to the idea of service models that focus on capacity-building. In a capacity-building model, communication specialists act as a resource to the total team, teach team members to independently assess communication needs, help guide their decisions about program planning, provide training on an as-needed basis and generally help team members to independently implement a plan to help students develop basic communication skills. The rationale for a capacity-building model is based on the inescapable fact that experts are not always available when decisions about communication strategies are needed. In a previous post, Charity Rowland said “Family members and other care providers have the best opportunities to make observations of a child at home and in the community. They know their child’s skills better than anyone, and they need a way to describe those skills in a language that professionals will respect.” When service providers who support individuals with complex communication needs use a capacity-building approach, families, educators and caregivers can take ownership teaching basic communication skills throughout every day, individuals with complex communication needs have many more opportunities to practice and apply their newly developing skills and they are more likely to attain their communication goals.
Experience shows us that in the initial stages of assessment and program development for students with complex communication needs, experts are generally needed to assess the student’s specific strengths and challenges. But as a program is developed and strategies are identified, it is the people who see the child on a daily basis and have the most frequent contact with an individual with complex communication needs that can take advantage of communication opportunities within everyday routines and activities. For students with complex communication needs, expert evaluation models and capacity building implementation models work best cooperatively.
Thoughtful analysis of the way support services are used can greatly increase their effectiveness. But service models are most often determined at the agency level. It is valuable to occasionally step back and take a look at the way things are done in a program for students with complex communication needs in order to make sure that the systems and procedures encourage the capacity of all to support them.
Capacity building is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed to do their jobs competently. It allows individuals and organizations to perform at a greater capacity. Wikipedia
Capacity building is not a one-time effort to improve short-term effectiveness in an individual situation, but a paradigm that can be applied throughout all aspects of a program. When expert service providers adopt a capacity building attitude toward the people they support, there is potential for everyone to acquire new skills and independence-especially the individual with complex communication needs.
We will talk more about capacity building in this collection. But, for now, I want to challenge you to think about these basic questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Our previous discussion ended with these questions:
• What do you mean when you think about building capacity to provide effective communication programs for students with complex communication needs?
• Whose capacity do you want to help increase as they support children with complex communication needs?
• What additional skills and abilities do those people need to develop?
• How do the services that you currently provide help or impede the development of those skills and abilities and the ability to apply them independently?
Here are some examples of responses I have heard when I work with groups of families, educators and service providers.
• We want all team members to increase their ability to identify communication attempts and consistently respond to them in ways agreed upon by the team.
• We want all team members to understand our approach to communication assessment and take an active role in it.
• We want all team members to be able to identify appropriate communication goals for students with complex communication needs and develop multiple activities during a school dat to help them achieve those goals.
• We want all team members to be able to apply classroom communication strategies in multiple environments outside of the classroom
The above statements focus on the skills, abilities, actions and attitudes of team members, but there’s much more to program level capacity building than what individual people do. If our focus for improvement is only on what we can do for individuals, then change happens one person at a time. And there is never enough time to help every person.
There are actually four important areas to focus on when we think about building capacity.
1. Human Capacity: Knowledge, skills and the will (e.g., interest, patience, and persistence) to implement needed changes.
2. Organizational Capacity: Interaction, collaboration, and communication among people within the organization.
3. Structural Capacity: Elements like policies, procedures, and practices.
4. Material Capacity: The fiscal resources, materials, and equipment needed to meet organizational goals and implement change (Lammert et.al., 2015)
The best way to understand this view of capacity building is with an example. Let’s look at what Tyler (a pseudonym) did in the classrooms he served to address their abilities to improve the communication programs of their students with complex communication needs.
The need:
Tyler was frustrated with the progress of students on his case load. He was an SLP assigned to six self-contained classrooms in his district. He was grateful that the district had assigned him as the primary SLP for these classrooms and saw the potential to coordinate his efforts across classrooms to improve communication programs for all students. He had hoped to be able to offer professional development to all six classes and to help each one identify changes and improvements they wanted to make in their setting. Instead he found himself running from classroom to classroom addressing individual student issues. There were behavior issues, devices to program, communication data to collect and IEP meetings to attend. There was never time to begin to identify program improvement strategies.
Tyler talked with his supervisor and they analyzed the situation. In terms of Human Capacity, they agreed that there were several teachers and educational assistants who had the knowledge, skills and interest, to take more ownership and leadership in their classroom communication programs. Tyler could give several examples of some really excellent things that were happening in some settings. But in others, the classroom team seemed to be waiting for someone to tell them what to do. Another area of concern was inconsistent parent involvement in communication programs.
When they looked at organizational capacity both Tyler and his supervisor agreed that the interaction, collaboration, and communication between classrooms was minimal. There was never a chance to share successes or ask for help from other classrooms on solving specific communication issues.
They were also surprised to realize that the structure of the district’s equipment loans for self-contained classrooms was getting in the way of capacity building. One specific example was that no classroom could try a communication device without the Tyler’s involvement. All devices except single switches were kept in the loan closet and Tyler was the only one allowed to check them out.
When they talked about material capacity, they agreed that, although the district had many AAC systems in place, classroom staff did not use a consistent communication curriculum and each student’s communication goals were set using different criteria.
Based on this review they made a plan to help build capacity in all four areas.
The Initial Plan for Capacity Building
Activities to increase human capacity:
a. Develop a coordinated training theme for the school year for all classroom staff. Training on appropriate communication assessment to be provided to all classrooms in the district on teacher in-service days.
b. Teacher pairs developed for assignments on communication assessments to be completed between in-service days.
Activities to increase organizational capacity
a. Institute monthly “spotlight” reports at monthly staff meetings. Highlight activities that encourage a “culture of communication” for all students. Each teacher will be asked to report once before the end of the school year.
b. Monthly data team meetings at each school to address student communication data and improvement.
c. Develop a parent survey to be distributed by all classrooms which is designed to identify parent needs for support from the district.
Activities to increase structural capacity
a. Revise the loan closet system. Assign clerical person to do check-out and equipment management.
b. Develop loan criteria to allow classrooms to check out equipment for trial use with students without involvement of the SLP.
Activities to increase material capacity
a. Identify two specific classroom communication assessments that all teachers will use with students with complex communication needs.
b. Purchase assessments for each classroom if needed.
Tyler realized that many of the activities they had planned were going to require that he change his mind-set. He realized that he, too would be learning new skills and trying new approaches to his case load. He began to think that he might need to learn some coaching skills if he was going to help classroom staff build independence in their approaches to complex communication needs.
Reference
(Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
Literature about educational change indicates that there are four critical components needed for educational change:
• Training, though not sufficient by itself, training is an important way to get initial information to educators (Joyce & Showers, 2002).
• On-site, ongoing source of support as trainees practice using new skills (Dansereau & Dees, 2002; Harris, 2007, Joyce & Showers, 2002).
• A combination of expectation and support from the immediate supervisor (Rodgers, Hunter, & Rogers, 1993; O’Dwyer, Russell, & Bebell, 2004).
• A clear path to the desired outcome (Leaventhal, Singer, & Jones, 1965; Schofield, 2004).
Common models of support to classrooms that serve children with complex communication needs include hands-on service to the student, training, consultation, collaboration, and coaching. Each model has its own characteristics and indicators for when it might be most effective in supporting classrooms.
Support through Hands-on Service to the Student
Most SLPs begin their work by providing direct service to individual students. Hands-on service in an isolated setting provides the, with a great deal of information about an individual child’s performance, skills, and learning needs. However, hands-on service does little to support generalization and functional application across settings. Teachers seldom attend to therapists’ target goals during nontherapy time (i.e., generalization setting), and children do not display the target skills in non-therapy times if a pull-out model is used (McWilliam & Scarborough, 1994). When teachers are, instead, taught to embed communication instruction in everyday routines, children demonstrate greater increases in IEP-targeted behaviors (Peck, Killen, & Baumgart, 1989).
Support through Professional Development
Effective professional development for educators is connected to their work with students, engages them in concrete tasks, and must be connected to a focus=on school change (Neufield, & Roper, 2003). For specialists who address professional learning about complex communication needs, it is important
to shift the focus from stand-alone courses to a more comprehensive approach to professional development that includes specific assessment and implementation strategies and ongoing support. Training offered as the only support service, no matter how well done, does not result in effective implementation. Training alone, as a method of change, has repeatedly been shown to be ineffective in human services, education, health, business, and manufacturing (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). In addition, there is good evidence that successful implementation of any new strategy requires a longer-term multilevel approach. Joyce and Showers (2002), in a review of the literature of the kinds of supports that are effective in making educational change, indicate that even when well-designed training is paired with demonstration and opportunities to practice during professional development sessions, educators are generally able to retain and implement only 20% of the content provided.
Ongoing Team and System Support
It is ongoing support of the team that offers the best chance of helping educators make the changes needed to ensure effective AT implementation. “During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new” (Fixsen et al., 2005, p. 16). At the implementation stage. SLPs step back from their role as assessors and begin to provide information; direct support to educators, students, and families; and mentoring that encourages their independence and autonomy in the use their new skills. During the implementation phase of providing support, the expert must understand what knowledge and skill other team members have and what additional skills are needed. Specialists who provide support at this stage must translate their personal knowledge and experience to provide alternative perspectives and strategies (Hanft & Place, 1996). Support may be provided in the form of consultative services, collaboration, and/or coaching. With a clear understanding of the support needs present in the environment, specialists can determine which of these strategies may be most effective.
Choosing a Support Strategy
Consultation, collaboration, and coaching are all effective strategies for supporting an educator in implementation of communication plans and their integration into the curriculum for the learner with complex communication needs. They vary, however, in several key ways such as in goals, focus, content of conversations, and accountability.
AAC specialists and SLPS interact with the families, caregivers and educators with the goal of supporting them to comfortably plan and carry out progams that effectively address a student’s ability to request, refuse, use social communication and share information.That support may include the three of consultation, collaboration, and coaching at different times and in differing amounts. The choice of which strategy to use will depend upon the team’s specific needs and the type of question or issue being addressed, but it may also vary depending upon learning style, the support of a supervisor, and the complexity of the need. Here’s a summary of when each strategy might be most applicable.
Use of consultation: A consultative approach assumes that an expert will share information and their experience with another individual. Consultation may be most appropriate when the recipient does not have much knowledge about the topic and needs a great deal of factual information, sources of further reference material, and/or technical support. An expert consultative approach is most useful when a team has questions that really do have answers.
Use of collaboration: Collaboration may be most appropriate when people with different resources can work together or when both are members of an existing team with an ongoing relationship and ongoing responsibility for the specific student. It is most effective when there is a supervisory expectation of working together as equals to achieve common goals, the opportunity to work together over time, and the ability to problem-solve together. While a collaborative model is often creative and effective, it is also the most time consuming. If teams expect collaboration from an expert who does not have time in the schedule to truly collaborate, the result may be dissatisfaction among team members and failure of the support relationship. It is for this reason that it is important to define both the extent and the limits of the collaborative support relationship.
Use of coaching: Coaching has been shown to be the most effective way to help an individual learn to implement a new strategy. It is most effective when the team wants to become more resourceful, informed, and skillful in supporting the communication of students with complex communication needs and is willing to take on additional independence in decision making and implementation. In a coaching model of support, the primary attention of the specialist is given to influencing the internal thought processes of team members as a way to improve instruction. It involves asking thought-provoking and targeted questions, listening carefully, and providing accurate and usable feedback.
When the focus of a school program for children with complex communication needs is on building independence and ownership among the people who interact with the student every day, there are four types of resources that are essential. Transformation of a program from an expert, one student at a time approach to a focus on capacity building requires collaboration between administrators and specialists. There are four focus areas for this type of collaboration.
1 Information: It is essential that each team member for students with complex communication needs have access to the same information about how communication is viewed by the program. Questions like “What assessment tools do we use?” and “What is our approach to integration in general education classrooms?” must be available to all. While information like this can be shared in meetings, a capacity building approach provides multiple ways for people to get access to this information. A program summary might be included in a staff handbook or be part of the classroom/program description. It might be addressed for families and other communication partners on an agency website or available in the form of “tip sheets” included in a resource bank.
2 Skills: In order for a program to build the capacity of all team members, a coordinated approach to skill development is essential. One district administrator stated, “The phrase ‘random act of school improvement’ is what pops into my head. We’re all out there trying to do our best but we’re not coordinating the efforts.” To coordinate efforts at skill development for teams that address the needs of students with complex communication needs, it is essential and that agency level to define what educators are expected to know and what skills they are expected to implement. Each agency’s expectations may be different, but if educators are not aware of the expectations, they will not be able to take responsibility for meeting them.
3 Structures: Student assessment systems, staff evaluation, parent and family feedback and overall evaluation of program effectiveness are all examples of program structures that can focus a systems’ capacity building efforts. Questions such as “How would you rate your ability to complete a Communication Matrix assessment?” or “Describe your child’s level of information sharing using the 7 levels of the communication matrix.”, when included in an agency’s structures and self-assessments make it possible to further define what capacity needs building and identify areas in need of increased focus.
4 Processes: Consistent processes for the way things are done help programs to run smoothly and identify each person’s role on the team for a student with complex communication needs. Operating guidelines provide everyone with information about how things are done. They answer questions like “Who provides information for a communication evaluation?” and “What is the role of an educational assistant in an IEP meeting?” Processes should be reviewed in order to ensure that they allow for team members to take ownership of their own work and not have to wait for a response from an SLP or other expert before taking action.
The first step toward capacity building is to analyze the current information, skills structures and processes. As the organization moves through the various stages of capacity building, new information and increasingly sophisticated skills, structures, and processes will become apparent.
I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
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It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
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As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
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One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
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This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
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Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1035,"postID":1380,"userID":2016,"timestamp":"2014-07-15T19:41:34.683","Post":{"postID":1380,"title":"Distinguishing Between Emerging and Mastered","body":"We received a great question through our facebook page (www.facebook.com/CommunicationMatrix) from one of our fans- How do you distinguish between Emerging and Mastered? \r\nHere is how we define it-\r\nMastered: Does this independently most of the time when the opportunity arises; Does this in a number of different contexts, and with different people.\r\nEmerging: Does this inconsistently; Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.\r\nWhat about you? Do you define it differently or with more detail? Do you ever have trouble deciding whether to classify a certain behavior as Emerging vs. Mastered? ","userID":1012,"timestamp":"2014-07-11T11:53:24.867","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2474,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1038,"postID":2583,"userID":2016,"timestamp":"2014-08-07T09:04:32.943","Post":{"postID":2583,"title":"Polite Social Forms","body":"This little girl signs \"hamburger please\" to make a polite request.","userID":9043,"timestamp":"2014-08-05T21:36:35.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"Here's another really nice example of a way that, once you have identified a specific skill for a child to learn, you can infuse that skill into everyday routines and activities. This child is learning to say what she wants politely. And I bet we can all imagine another 15 or 20 times in the day when she might practice this skill. Where would you place her on the matrix grid?","show":true,"views":1932,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1042,"postID":2608,"userID":2016,"timestamp":"2014-08-08T11:46:22.387","Post":{"postID":2608,"title":"VocaliD: Donate your Voice!","body":"I just found this great website that allows you to donate your voice so that people who use speech generating devices can pick their own voice and often get a voice that matches their age, size, and gender. They use the donors voice to create synthetic voices that will match the user. It seems like a really cool project!\r\nYou can find more about it on the VocailiD website: http://vocalid.org/","userID":1012,"timestamp":"2014-08-08T11:13:17.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1132,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32","Post":{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1048,"postID":2924,"userID":2016,"timestamp":"2014-09-29T18:50:41.113","Post":{"postID":2924,"title":"Asks Questions","body":"This little girl is learning how to use her 2-dimensional symbols to ask questions.","userID":9043,"timestamp":"2014-09-29T11:29:40.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":41,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1052,"postID":2932,"userID":2016,"timestamp":"2014-10-02T06:22:26.08","Post":{"postID":2932,"title":"Designating the Primary Level of communication","body":"We often get questions from users who are creating a Custom Report and who are not sure which level to designate as the Primary Level at which the client is operating (of the 7 levels of the Matrix). You must make this decision based on your knowledge of the client and his/her typical communication throughout the day. We suggest several ways to interpret the client’s Primary Level. (1) You might choose to identify the Level that the client uses most often to communicate. (2) Or you might choose the Level at which the client is able to express the greatest variety of different messages. (3) Or you might choose the Level at which the client’s communication shows the greatest mastery. \r\n\r\nWe are interested to know what other ideas you may have about how to decide on the Primary Level of communication.","userID":2023,"timestamp":"2014-10-01T10:40:33.067","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1056,"postID":2948,"userID":2016,"timestamp":"2014-10-09T22:04:46.903","Post":{"postID":2948,"title":"#AACFamily!","body":"October is AAC Awareness month. The bloggers at Uncommon Sense have taken upon themselves to lead the charge asking for and sharing pictures of AAC families. Check out week one at this link: http://niederfamily.blogspot.com/2014/10/aacfamily-friday-week-1.html\r\nWhat a great way to raise AAC awareness and get to look at pictures of cute kids and creative young adults!\r\nYou can still send your picture in by emailing the bloggers.","userID":1012,"timestamp":"2014-10-09T11:03:14.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":231,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1057,"postID":2949,"userID":2016,"timestamp":"2014-10-10T21:58:57.247","Post":{"postID":2949,"title":"3 students, 3 ways to communicate","body":"Teacher Robin has three students eating snack. Between them they use speech, manual signs and picture symbols to communicate.","userID":9043,"timestamp":"2014-10-10T10:12:10.093","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":1058,"postID":2950,"userID":2016,"timestamp":"2014-10-10T21:59:13.173","Post":{"postID":2950,"title":"\"He First Learned to Communicate and Then He Learned to Talk\"","body":"The Speak for Yourself blog has a great article on combating the idea that using AAC will delay or prevent speech.\r\nhttp://www.speakforyourself.org/2014/10/08/aac-first-learned-communicate-learned-talk/","userID":1012,"timestamp":"2014-10-10T10:49:46.01","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a well-written blog. It emphasizes that communication comes first and that AAC supports speech development. ","show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":279,"collectionID":124,"postID":2950,"quote":"We so often confuse \"communication\" and \"language\" and use them interchangeably . They are not interchangeable and the difference is critical."}]}},{"starID":1059,"postID":2951,"userID":2016,"timestamp":"2014-10-10T22:04:30.257","Post":{"postID":2951,"title":"Using tangible symbols receptively","body":"Here you see 2 examples of teachers using a student's tangible symbol system to communicate TO the student (receptive communication). This helps learners understand how their own system is used; it also helps them to comprehend the symbols.","userID":9043,"timestamp":"2014-10-10T11:21:09.16","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2307,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":304,"collectionID":137,"postID":2951,"quote":"Tangible Symbols can be used receptively, not just expressively"}]}},{"starID":1066,"postID":2962,"userID":2016,"timestamp":"2014-10-15T22:12:11.287","Post":{"postID":2962,"title":"\"That time the Internet saved my son’s life\"","body":"http://www.whatdoyoudodear.com/time-internet-saved-sons-life/\r\nThis blog post beautifully illustrates the need for online communities to support parents who may have a child with a low incidence disorder or condition. It also underlines the importance not only of a welcoming a supportive environment, but also the importance of listening to parents and recognizing that they may have knowledge that a professional does not.","userID":1012,"timestamp":"2014-10-15T12:38:23.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":800,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":268,"collectionID":121,"postID":2962,"quote":""}]}},{"starID":2065,"postID":3972,"userID":2016,"timestamp":"2014-10-30T14:12:54.297","Post":{"postID":3972,"title":"Is the child who speaks rarely and with great encouragement to be left with using speech alone? ","body":"Is a child truly a \"verbal\" communicator if he struggles to say one of only a handful words you have heard him or her say? I am of the opinion to NOT 'force speech' as the only way to communicate when you've heard a word here and there pop out of a child's mouth! These are the cases where the oral/verbal apraxia is still quite profound and pervasive. You see, the harder that a child tries to speak {{under pressure with your highly expectant pause}} the LESS likely the speech will happen. It is precisely for THIS REASON that AAC is needed (symbols: low, mid or high tech). In fact, AAC can help a child bypass this deeply intrusive apraxia (and ANARTHRIA) to *communicate* and possibly create a more calm neurological state; thus, allowing the speech to possibly \"pop\" out with LESS intentional pressure. The very definition of \"APRAXIA\" means that with INTENTION, the motor success and organization plummets... and is the worst!! So folks, for those kids with minimal verbal abilities, DECREASING the pressure may in fact serve to increase communication --especially when using easily accessible AAC......and thereby...... foster that speech you wanted in the first place. The child might also \"repeat\" what he hears on his/her device...and therefore the device may serve as a sort of verbal prompt!","userID":2020,"timestamp":"2014-10-30T10:23:35.917","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Karen takes some time to unpack clinical speech terms in highly practical and child-centered ways.","show":true,"views":156,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2070,"postID":3980,"userID":2016,"timestamp":"2014-11-09T20:25:49.053","Post":{"postID":3980,"title":"Go Baby Go Program Expands to Oregon","body":"Check out this press release about a program expansion of the Go Baby Go Program initiated at the University of Delaware. \r\n\r\nhttp://oregonstate.edu/ua/ncs/archives/2014/nov/%E2%80%98go-baby-go%E2%80%99-mobility-program-children-disabilities-expands-o","userID":1015,"timestamp":"2014-11-06T14:22:46.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2073,"postID":3999,"userID":2016,"timestamp":"2014-11-17T20:38:30.067","Post":{"postID":3999,"title":"Communication Supports Inventory- Children & Youth (CSI-CY) Interview","body":"Check out this great video with Dr. Charity Rowland and Dr. Melanie Fried-Oken as they explain what the CSI-CY is, how it was developed, and why you should use it!\r\nUse the tool here: csi-cy.org","userID":1012,"timestamp":"2014-11-17T11:22:58.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1183,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2074,"postID":4006,"userID":2016,"timestamp":"2014-11-17T20:43:07.507","Post":{"postID":4006,"title":"Grover (from Sesame Street) and AAC","body":"This super cute video features Grover and a family with three children, two of whom are twins with autism. As his sister says, 4 year old Garrett, \"uses a special iPad to have him talk.\" While it focuses on autism, this would be a great video to share with anyone, children and adults, unfamiliar with speech generating devices.","userID":1012,"timestamp":"2014-11-17T14:12:11.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":259,"collectionID":121,"postID":4006,"quote":"Interesting example of a major media source (Mashable) sharing about AAC. "}]}},{"starID":2077,"postID":4020,"userID":2016,"timestamp":"2014-12-01T13:37:51.4","Post":{"postID":4020,"title":"Let's talk about Modeling! ","body":"I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available \"on the spot\" to use while communicating \"TO\" our learners. I especially like #2: Model without expecting a response! Model, presume competence, no need to expect a response at first! I attached a giant CORE communication board to my \"speech cart.\" I literally roll around the school building with a large communication board with me at all times! \r\n\r\nhttp://www.speakforyourself.org/2014/11/13/core-vocabulary-phrases-can-model-today/\r\n","userID":2020,"timestamp":"2014-12-01T11:32:14.953","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Modeling! Receptive use of symbols! ","show":true,"views":2561,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":63,"collectionID":53,"postID":4020,"quote":"Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you \"presumed competence\" in this child."}]}},{"starID":2099,"postID":4063,"userID":2016,"timestamp":"2014-12-15T13:23:16.187","Post":{"postID":4063,"title":"Giving Back","body":"As a classroom teacher who was one of the first patients at Mott's Children's Hospital at the University of Michigan to have open heart surgery (in the early '60s) I have always felt an unending gratitude to living past the age of 16! Doctors who performed the procedure were the \"who's who\" of modern cardiac medicine at the time. In an effort to share my insight to their own personal journeys and medical issues, and their vulnerability, we planned a GIVING TRIP to MOTT!! We asked for parent and staff donations of pajamas (to fit infants and toddlers who would be hospitalized right now). The contact person at the hospital (a wonderful nurse) specified this age group because hospital gowns are always too big for these young children! In total we had 27 pair of pajamas. Our class made a special card and voted on the image and message that would go in the card. They used their alternative pencils to write their name on the card! Our volunteer created and illustrated a story about a child who was hospitalized during the holiday season. In the photo, you can see one of our students presenting this unique storybook to the hospital library! :)","userID":3129,"timestamp":"2014-12-15T08:43:34.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"A story worth reading! ","show":true,"views":43,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2100,"postID":4060,"userID":2016,"timestamp":"2014-12-15T13:28:00.517","Post":{"postID":4060,"title":"Great Resources for teaching Literacy for those with Complex Communication Needs! ","body":"http://www.everyonecommunicates.org/resources/literacy.html","userID":2020,"timestamp":"2014-12-14T17:45:16.787","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2020,"justification":"Great list of Resources! ","show":true,"views":51,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2111,"postID":4118,"userID":2016,"timestamp":"2015-01-03T16:07:47.433","Post":{"postID":4118,"title":"Happy New Year!","body":"Happy New Year to Everyone! I’ll be your host for the next month. My first wish for 2015 for our Community is that, “May Everyone, no matter their condition, have a form to communicate, something of their interest to communicate, and someone to communicate with.” ","userID":2021,"timestamp":"2015-01-02T12:33:46.51","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Welcome words from host","show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2112,"postID":4064,"userID":2016,"timestamp":"2015-01-04T10:50:16.19","Post":{"postID":4064,"title":"Who is in this Community? ","body":"I would love it if everyone in this Community posts a \"hello\" to share who they are and where you are! Are you a parent? vendor? family member? SLP? Teacher? OT? PT? AAC Consultant/Trainer? other? :) \r\n","userID":2020,"timestamp":"2014-12-17T07:14:31.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2113,"postID":4095,"userID":2016,"timestamp":"2015-01-04T11:17:00.067","Post":{"postID":4095,"title":"Specific Instructional Suggestions, Level 2 Continues an Action","body":"1.\tEngage in a movement that {name} enjoys (such as rocking back and forth, clapping hands, bouncing up and down). Every once in a while, stop and wait for {him/her} to do something that could serve as a signal that {s/he} wants more. Once you have figured out what natural signals {name} uses, insist that {s/he} use that signal to continue an action that {s/he} enjoys. \r\n\r\n2.\tSimple, repetitive turn-taking games can easily become part of a child’s routine. For example, while washing hands before snack, sing “This is the Way we Wash our Hands”. Take turns singing and moving to “Estrelita”/” Twinkle Twinkle Little Star”, “Cinco Monitos” / “Five Little Monkeys” with young children and “YMCA” and “SHOUT” with adolescents and adults. Pause during these activities to see if {name} in some way makes a movement or sound that might be used as a signal to continue the routine. \r\n","userID":2023,"timestamp":"2014-12-29T13:47:38.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":252,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433","Post":{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2120,"postID":4129,"userID":2016,"timestamp":"2015-01-11T15:38:19.06","Post":{"postID":4129,"title":"Determing level for intervention","body":"Rose Moehring here from the SD Deaf-Blind Project. I am new to this group so hope I am not asking a question that has been asked before. I work with a 3 year old child who has limited mobility and is non-verbal and has a trach. for breathing. The communication matrix was completed for him and he nearly mastered all skills in the unconventional communication area expect for new action or new object, and shows very few skills in the area of conventional communication., but has mastered a few skills in the area of symbolic symbols since he has received a lot of training in the use of switches and pictures. He is able to use a switch to make choices between 2 choices and in a sense rejects the one he does not want. . My question is this-How important is it to address skills he is missing in the unconventional and conventional areas? Does it depend on if we think he has the ability or potential is in this area? Cognitively he seems pretty bright. It seems to me that the switches could limit him as he would be dependent on the switch or switches could open doors for him to communicate when otherwise he might not be able to. Thanks for any suggestions you might have. He does not use any objects to communicate as his hand use skills seem to be limited to hitting a switch. Would it help if increased focus was placed on mobility and hand use skills-one idea I had was use of a little room. The student does have some limitations in hearing and vision but both serve him functionally. \r\n","userID":3122,"timestamp":"2015-01-09T13:28:06.53","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great question from one of the community members. Join the conversation!","show":true,"views":209,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2130,"postID":4173,"userID":2016,"timestamp":"2015-01-22T12:28:09.353","Post":{"postID":4173,"title":"General Instructional Goals: Level 1","body":"Intervention Tips from the Communication Matrix Team:\r\nGeneral Goals for Instruction for the Level 1 Learner\r\n\r\nCreate more contexts that are likely to encourage the learner to use all of his/her behaviors so that s/he gets practice in using all parts of his/her body. Some of these behaviors may become ways to communicate.\r\n\r\nCreate a very consistent and reliable environment to encourage intentional behavior that might be used to communicate. Make daily routines, such as mealtimes, bath times, and play times, very predictable. \r\n\r\nTalk to the learner about what’s going on, even if s/he doesn’t hear you or may not understand you. Talking to an individual keeps you engaged and naturally interactive.\r\n\r\nConsider using mechanical devices and toys to help the student learn to demonstrate purposeful motor behavior. \r\n\r\nRespond to any behavior the learner uses that could be shaped into communication. \r\n","userID":2023,"timestamp":"2015-01-22T12:16:05.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":439,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2131,"postID":4175,"userID":2016,"timestamp":"2015-01-22T12:28:56.197","Post":{"postID":4175,"title":"General Instructional Goals: Level 2","body":"Intervention Tips from the Communication Matrix Team:\r\nGeneral Instructional Goals for the Level 2 Learner\r\n\r\nEncourage the use of any intentional behavior that may later be used for communicating, such as vocalizations, head turns, arm movements.\r\n\r\nProvide clear and consistent responses to behaviors that the student seems to have control over. \r\n\r\nIdentify activities that are motivating for the student. Beginning communicators are more likely to communicate when they are doing fun stuff.\r\n","userID":2023,"timestamp":"2015-01-22T12:18:52.937","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":220,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2136,"postID":4221,"userID":2016,"timestamp":"2015-01-27T16:28:28.883","Post":{"postID":4221,"title":"Choice Board: Selecting a Text","body":"Hello! Our learners have been utilizing this choice board in communicating which type and genre of text they would like...Enjoy! :)","userID":3157,"timestamp":"2015-01-26T17:18:22.833","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice choice making example","show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2137,"postID":4217,"userID":2016,"timestamp":"2015-01-27T16:30:51.14","Post":{"postID":4217,"title":"Specific Instructional Suggestions: Levels 5-7, Commenting","body":"Intervention Tips from the Communication Matrix Team:\r\nSPECIFIC INSTRUCTIONAL SUGGESTIONS FOR TARGETING MAKING COMMENTS (LEVELS 5-7)\r\nChoose an item or activity or person that the learner finds highly motivating or interesting (such as bubbles, balloons, the park, daily routines like taking a bath, a walk/stroll, reading books, toys, electronics) that provide features that can be commented on. \r\n\r\nEncourage comments by modeling them yourself using the learner’s form of symbolic communication. \r\n\r\nBe sure to respond when the learner makes comments. \r\n\r\nModel concepts like hot, cold, yummy, salty, wet, and blue using the symbols that the learner uses in a play cooking activity, in the kitchen, at mealtimes or at the grocery store.\r\n\r\nModel concepts like blue, red, fast, big, dirty using the symbols that the learner uses when s/he is playing with cars, trucks, tractors, bicycles, etc.\r\n\r\nAt the park, model concepts like fast, slow, up, down, cold, hot using the \r\nsymbols that the learner uses related to the play equipment and the weather.\r\n\r\nRead favorite books or look at picture books and comment on the stories, modeling the use of the learner’s symbols.\t\r\n\r\n","userID":2023,"timestamp":"2015-01-22T13:52:14.7","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2146,"postID":4264,"userID":2016,"timestamp":"2015-02-06T15:41:51.613","Post":{"postID":4264,"title":"Sharing Results of the Communication Matrix","body":"Did you know that you can share the results of the Communication Matrix? It is a great way to share between parent and professional, which we think is a great way to foster knowledge and trust between the two stakeholders.\r\nHere is how to share results:\r\nUse the \"Email Results\" option to the right of the Personal ID to email a link to the Profile and Communication Skills List to someone else with whom you have permission to share information. The recipient will receive an email from commmatrix@communicationmatrix.org with links to the results and to information about the Communication Matrix. ","userID":2023,"timestamp":"2015-02-05T11:50:59.32","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1615,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2147,"postID":4273,"userID":2016,"timestamp":"2015-02-06T15:44:53.473","Post":{"postID":4273,"title":"Scoring matrix for auditory scanners","body":"Hi all - I have several students who use partner-assisted auditory scanning as one mode of expressive communication. Would you score this on the Communication Matrix as uses \"abstract symbols,\" and as \"language\" use if the student is combining 2 or more selections from their auditory scanning system? Or would you score it differently? Thanks for your help!","userID":3196,"timestamp":"2015-02-06T08:30:01.097","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":88,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":2154,"postID":4284,"userID":2016,"timestamp":"2015-02-10T11:10:10.07","Post":{"postID":4284,"title":"Power of \"Telling Mommy what to do\"","body":"There is a wonderful video of Mikayla and Marina posted on YouTube that shows the power of 2 simple messages \"stop\" and \"go\" and how much fun \"bossing\" mommy can be! A simple game of taking a trip around the house using a mom or dad's power of pushing the wheelchair only when the child says \"go\" & \"stop\" by whatever communication behavior/modality, becomes a powerful lesson in communicative control. Watch as Mikayla and Marina from Australia have a blast using this method all over the house inside and outside! If you have a hard time telling in the video, Mikayla is actiating the communication system with the switches with her toes - you'll see that near the end of the video. You don't need a powerchair to get this much power out of your chair and it reminds us that you don't always have to use switches with your hands! http://bit.ly/16pcoRp","userID":2018,"timestamp":"2015-02-09T13:31:31.81","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":1109,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":55,"collectionID":23,"postID":4284,"quote":"Teaching kids to be bossy can be so much fun. And such a great communication strategy. I love the idea of the grocery store as a great communication environment."}]}},{"starID":2155,"postID":4288,"userID":2016,"timestamp":"2015-02-10T11:18:12.17","Post":{"postID":4288,"title":"Kathy From Wing Lake ","body":"Hello All,\r\n I am shamefully late in posting on this website. I work at Wing Lake as a teacher for students with severe cognitive disabilities. We use the Matrix for every student and it is wonderful to watch their progress year after year. See you all soon. Kathy ","userID":3223,"timestamp":"2015-02-10T11:17:16.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3186,"postID":5440,"userID":2016,"timestamp":"2015-04-16T08:41:25.077","Post":{"postID":5440,"title":"Fact Sheets from CDBS on Communication for Individuals with Sensory Impairments","body":"The California Deaf-Blind Services web site has lots of great fact sheets about communication with individuals who experience sensory impairments. The fact sheets are in a several languages. \r\n\r\nin English: http://www.cadbs.org/fact-sheets/\r\n\r\nin Spanish: http://www.cadbs.org/es/hoja-de-datos/\r\n\r\nin Chinese: http://www.cadbs.org/es/chinese/\r\n\r\nin Lao: http://www.cadbs.org/es/lao/\r\n\r\nand in Vietnamese: http://www.cadbs.org/es/vietnamese/","userID":2023,"timestamp":"2015-04-14T14:20:06.007","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":278,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3187,"postID":5433,"userID":2016,"timestamp":"2015-04-16T08:41:49.25","Post":{"postID":5433,"title":"Jarvis Goes to the Drum Store and Uses Tactile Means of Communication","body":"This is a wonderful videotape made available by the National Center on Deaf-Blindness. It follows a young man named Jarvis as he goes to the drum store and returns to talk about his experiences, using a variety of tactile means of receptive and expressive communication.","userID":2023,"timestamp":"2015-04-09T09:59:49.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":226,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3188,"postID":5424,"userID":2016,"timestamp":"2015-04-16T08:43:19.66","Post":{"postID":5424,"title":"Conducting a Preference Probe","body":"Dr. Charity Rowland describes how to conduct a preference probe -- for the individual whose preferences are unclear. We have a much better chance of teaching new communicative behavior if we can harness an individual's preferences in instructional programs. ","userID":2023,"timestamp":"2015-03-30T13:26:46.377","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3192,"postID":5443,"userID":2016,"timestamp":"2015-04-19T14:31:01.83","Post":{"postID":5443,"title":"#ICanDoMoreThanRequest","body":"This is a great new campaign to emphasize the need and want of individuals who have complex communication needs to express other intents than requesting. This part of a much bigger movement to assume competency of individual who use alternative means of communication. You can share the story of your child on twitter or other social media. Learn more about the campaign here: \r\n\r\nhttp://teachinglearnerswithmultipleneeds.blogspot.com.au/2015/04/icandomorethanrequest.html?utm_content=buffer1e892&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\r\n\r\n\"Because someone had the audacity to believe in me, I learned how to REALLY communicate! Now I can do so much more than request!\"","userID":1012,"timestamp":"2015-04-17T08:58:56.277","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Kate Ahem is an Assistive Technology Specialist who has a wealth of helpful insights to share about AAC! Check out this page from her web site about the fact that communicating involves a lot more than requesting!","show":true,"views":430,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3193,"postID":5445,"userID":2016,"timestamp":"2015-04-19T15:58:29.847","Post":{"postID":5445,"title":"The Communication Matrix Youtube Playlist","body":"The Communication Matrix created this playlist to introduce people to the Communication Matrix and learn more about it's use. You can find the playlist here: https://www.youtube.com/playlist?list=PL9ryftMupp3fySXxYpynjj0VL1soaqgI8\r\n\r\nThis is a great thing to send to a new colleague or even a parent who may not be familiar with the Matrix. Often it is easier for people to get information from videos than through text on the website. It is a great introduction to this great tool! Even if you are a seasoned veteran, you may find something you don't know.","userID":1012,"timestamp":"2015-04-17T09:07:45.33","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1173,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3194,"postID":5428,"userID":2016,"timestamp":"2015-04-19T21:45:45.96","Post":{"postID":5428,"title":"Early communication","body":"I am a speech pathologist. What do I do when a child does not accept a picture to play with a toy? What is a prerequisite level that I can try to receive some communication from the child? Usually, my children will select a picture for a toy to play with, but I have a client that is not at that level yet. I am open to all suggestions. Thank you in advance.","userID":4331,"timestamp":"2015-04-07T05:10:36.833","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Great question with some great answers! I'm sure many of us have faced this situation.","show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3196,"postID":5480,"userID":2016,"timestamp":"2015-04-28T10:53:03.84","Post":{"postID":5480,"title":"Evaluating IEPs","body":"The Design to Learn IEP Development Guide is a new tool to help you evaluate the quality of IEPs, especially with regard to communication goals. An IEP that is legally compliant is not necessarily of educational benefit to a specific student. This guide calls attention to the more functional aspects of educational goals and IEPs that go beyond legal compliance. This tool is free and is attached as a PDF.","userID":2023,"timestamp":"2015-04-27T14:19:37.673","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1488,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3203,"postID":5512,"userID":2016,"timestamp":"2015-05-07T10:21:58.48","Post":{"postID":5512,"title":"A HUMONGOUS THANK YOU","body":"Yesterday, I had the great pleasure of meeting Dr. Charity Rowland, Alex Cook, Gayl Bowser, Amy Parker and Kelly Fonner at the Wing Lake Developmental Center in the Bloomfield Hills School District in Michigan. It was such an honor to sit and talk with each of them regarding the Communication Matrix, discussing students, collaborating and having fun. They are such a lovely group of women and it was such an honor to spend the day with them. Thanks you so much for including my school in this wonderful learning practice. Looking forward to seeing and talking with you all in the future. Thanks again Laura Cusumano!","userID":3135,"timestamp":"2015-05-07T07:01:50.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":194,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3204,"postID":5486,"userID":2016,"timestamp":"2015-05-07T10:23:12.227","Post":{"postID":5486,"title":"Cole","body":"Hi Everyone, I apologize that this video is coming out a bit late after we shared our story about our little Cole but I had some tech difficulties . This is just a glimpse of Cole using his \"yes\" and \"no\" followed by a head shake or nod to confirm his response. Cole is an auditory learner and listens very well. He has CVI and some mobility in his arms and hands it is difficulty. We offer high contrast symbols/3-D objects when teaching a lesson but using his verbal skills is what he quickly desires to do. He can verbally say \"yes\" and \"no\" followed with head movements to confirm his response or answer. With this said, his responses are not always reliable. We are open for any suggestions for this adorable little guy. We will try to continue to post little segments as we move forward with this project. ","userID":3156,"timestamp":"2015-05-01T06:42:13.777","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3205,"postID":5438,"userID":2016,"timestamp":"2015-05-08T14:13:13.567","Post":{"postID":5438,"title":"Determining What Type of Tangible Symbol to Begin With","body":"In this short video Dr. Charity Rowland discusses the \"Tangible Symbols Pre-test\", a format for helping to decide what type of symbols to use first for the learner who doesn't understand abstract symbols. \r\n\r\nThe attached PDF is the form that is described in the video.","userID":2023,"timestamp":"2015-04-14T13:56:28.663","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"For many teams that just begin with Tangibles without a plan. Here is a strategy to use. So often teams start with objects in communication not realizing that they are not the first people to ever do this. Or to think that they must think towards the future and that these objects that they are using now are, and will eventually translate into a greater organized language system. We need to be thinking beyond the present when we introduce any symbol set. Yes, even concrete tangibles.","show":true,"views":1682,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":310,"collectionID":137,"postID":5438,"quote":"Determining what type of Tangible to use"}]}},{"starID":3209,"postID":5520,"userID":2016,"timestamp":"2015-05-12T10:32:34.367","Post":{"postID":5520,"title":"Learning about Rare Disorders: Rett Syndrome","body":"I stumbled upon this great resource about navigating the assessment and IEP process for families of children with Rett Syndrome. ","userID":1015,"timestamp":"2015-05-10T15:04:44.98","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"The IEP process can always be challenging. This resource will be especially helpful for parents and professionals working with children with Rett Syndrome. ","show":true,"views":164,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3210,"postID":5529,"userID":2016,"timestamp":"2015-05-14T16:52:19.673","Post":{"postID":5529,"title":"Shared reading plan for Rap A Tap Tap","body":"Attached is a plan of action our classroom developed in implementing a shared reading experience in a middle school classroom of students with complex communication needs. I had the wonderful experience of meeting Amy Parker recently at Wing Lake and we talked about a couple of lessons that may be fun for students comparable to ours. The most exciting thing about this lesson was the amount of participation and enthusiasm our kids demonstrated. They certainly were more than anxious to participate. In fact, they were \"rap a tap tapping\" in their own seats! So please share and enjoy; that is my sole hope for contributing this: Passing the passion to others!","userID":3129,"timestamp":"2015-05-14T05:53:01.38","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"See Alice's fantastic post using the story Rap a Tap Tap\nhttp://www.amazon.com/Rap-Tap-Bojangles-Coretta-Illustrator/dp/0590478834","show":true,"views":528,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3219,"postID":5535,"userID":2016,"timestamp":"2015-05-21T20:48:11.507","Post":{"postID":5535,"title":"Offering and Sharing ","body":"One of my favorite communication intents to teach is offering and sharing. I think it is a fundamental skill because in order to make friends, children and adolescents must be able to share. \r\n\r\nFirst, I start by collecting a series of common items (e.g. Funny Hats, Large Sun Glasses, Feather Boas, Clown Bow Ties, Decorative Head Bands, Comb and Mirror. \r\n\r\nParty City is a great place to find materials. \r\n\r\nHat: http://www.amazon.com/Jacobson-Hat-Company-Shark-Medium/dp/B002DHDN9S/ref=sr_1_3?ie=UTF8&qid=1431968537&sr=8-3&keywords=silly+hat\r\n\r\nGlasses: \r\nhttp://www.amazon.com/Yellow-Glasses-Pudgy-Pedros-Supplies/dp/B00G3CSW9A/ref=sr_1_1?ie=UTF8&qid=1431968588&sr=8-1&keywords=funny+sunglasses\r\n\r\nI place an item one at a time on the table. Pause to see if the individual will do something with the item. If the individual doesn't respond after 10 seconds (or if their physical impairments limit how well they can manipulate objects), I help the student put on or use the item. Once they have taken a turn, I lean in close and ask , \" Can I have a turn?\" up to 3X. If they don't share the item, or communicate in some way that I can have a turn after 3X asking, I take the item and say, I want a turn. \r\n\r\nNow this will not work for all students, and the students must be somewhat interested in objects for this to work as an activity. However, i have found that it to be fun both for the student and the teacher, therapist or parent. \r\n\r\nThis is also a relatively easy activity/ routine to encourage at home. ","userID":1015,"timestamp":"2015-05-18T10:09:40.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3227,"postID":5549,"userID":2016,"timestamp":"2015-06-03T11:27:48.627","Post":{"postID":5549,"title":"Core Word Resources for School","body":"Supporting the teaching, learning and/or use of core words in vocabulary for students with complex communication needs comes and goes as a hot topic in AAC. One project to look to for free supports is the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill. They are producing a research based set of core vocabulary words for use in another hot topic, the core curriculum, for school aged students. The set of words that they started with first came from all of the previous researched core vocabulary sets. From there, the set of words that they are working with have been broken down into groups of presentation in sets of 4, 9, 12, 20, 36 words - Looking at how typical products - both light tech and high tech, devices and apps - have common layouts that are typically used by school staff with their students. \r\n\r\nTo read more about the research behind the word set and to see the sets of words, go to the website for the Center for Literacy and Disability Studies and Look for the Core Vocabulary Project http://www.med.unc.edu/ahs/clds/resources/core-vocabulary. Look to the presentation papers for the latest updates on the project.","userID":2018,"timestamp":"2015-06-01T19:21:40.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":466,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3228,"postID":5423,"userID":2016,"timestamp":"2015-06-03T12:32:49.72","Post":{"postID":5423,"title":"Scoring the Communication Matrix","body":"Dr. Charity Rowland explains four ways to score the Communication Matrix.","userID":2023,"timestamp":"2015-03-30T13:11:07.46","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":8751,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":3234,"postID":5560,"userID":2016,"timestamp":"2015-06-07T09:31:51.603","Post":{"postID":5560,"title":"Shared Reading - by the wonderful Jane Farrall","body":"Here is a link to an excellent explanation on how to share a story with children who are AAC learners- even those who are at the earliest Matrix levels! A simple big mac that says a core word, \"more\" can prompt the reader to re-read the page, point to \"more\" items on a page, and... interact in 'response' to the learner. It's all about engagement! :) \r\n\r\nHere's the link: \r\n\r\nhttp://www.janefarrall.com/shared-reading-focus-on-interaction/\r\n\r\n","userID":2020,"timestamp":"2015-06-06T18:33:50.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":606,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4231,"postID":6566,"userID":2016,"timestamp":"2015-06-19T10:48:44.867","Post":{"postID":6566,"title":"Developing a Reliable Yes/No ","body":"We have been working to try and develop a more reliable yes/no for a student with a visual impairment in my classroom. When asked a yes/no question, the student tends to respond by repeating the last word that was said by the student's communication partner. We have tried verbally saying yes or no, using a two talker with smooth for yes and rough for no and having the student sign yes or no. These methods have not proved to be reliable. Any suggestions that we can try in the classroom? ","userID":3134,"timestamp":"2015-06-19T05:18:24.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5179,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4240,"postID":6618,"userID":2016,"timestamp":"2015-07-16T10:04:07.537","Post":{"postID":6618,"title":"shared reading for Jazz Man","body":"Another shared reading. Enjoy the activity plan and hope Amy can use this one too! ","userID":3129,"timestamp":"2015-07-16T05:53:58.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":363,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4241,"postID":6617,"userID":2016,"timestamp":"2015-07-16T10:05:59.847","Post":{"postID":6617,"title":"Shared reading for Cat in Hat","body":"Following is a shared reading lesson that we have done a couple of times [the first with our speech pathologist]. When Amy Parker and the Matrix team were at Wing Lake, I had asked if she would like to see a few shared reading experiences posted and she was interested. I am just sorry that I have not done all of them together but time always runs too, too fast! Hope you enjoy! We loved it because we could incorporate the early math component. There also pictures attached to help with the explanation.","userID":3129,"timestamp":"2015-07-16T05:47:12.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2058,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":477,"collectionID":169,"postID":6617,"quote":"Here is a shared reading activity for a very common book many people may have in their house already."}]}},{"starID":4242,"postID":6595,"userID":2016,"timestamp":"2015-07-16T10:08:50.637","Post":{"postID":6595,"title":"The Communication Matrix in Taiwan!","body":"I had the good fortune to be invited to Taiwan last month to deliver a series of lectures related to AAC at three universities around that beautiful country. In Taichung I was hosted by Dr. Tsai, President of the Taiwan Society for Augmentative and Alternative Communication ( www.facebook.com/tw.a.ac ), and Iris Lee of the Maria Social Welfare Foundation ( www.maria.org.tw/ ). In Chaiyi I was hosted by Dr. Wu of the National Chiayi University. In Hualien I was hosted by Dr. Yang of the National Dong Hwa University. Since the Communication Matrix is available in Traditional Chinese (translated by one of Dr. Yang’s students!), it was easy to demonstrate its uses to the audiences I encountered around the country. \r\n\r\nThe people of Taiwan are extremely gracious and very much invested in AAC and in meeting the challenges experienced by individuals with multiple disabilities who have complex communication needs. I encouraged everyone to join this Community and to write posts in Chinese languages so that they can create their own community of support within the broader one. I attach photos of an inclusive elementary school in Hualien, a temple in the Taichung area, and my favorite of the many public sculptures in Taiwan. \r\n","userID":9043,"timestamp":"2015-07-06T14:58:56.587","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4245,"postID":6627,"userID":2016,"timestamp":"2015-07-27T11:20:39.93","Post":{"postID":6627,"title":"CHARGE Syndrome Conference","body":"I have a family going to the CHARGE Syndrome Conference in Chicago this year. Their child is doing fairly well with acquiring verbal communication however speech development is challenging. Is this what others have found?","userID":3179,"timestamp":"2015-07-26T19:51:35.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":412,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497","Post":{"postID":6636,"title":"German Young Adults with CHARGE Syndrome Say \"So What?\"","body":"Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4247,"postID":6635,"userID":2016,"timestamp":"2015-08-04T10:46:25.493","Post":{"postID":6635,"title":"iPad for communication with CAS","body":"I am currently in the middle of Extended School Year (EYS) service as well as EI services this summer. My EYS child appears to be in the CAS category but may also have ASD. Her family has embraced the iPad with Proloquo2Go as a mode of communication for her. It is allowing her more opportunity for a variety of communicative intents. However, she is also tending to appear to perseverate on certain favored items, such as cars. It is difficult to know if she is using commenting or truly just getting stuck on a favored topic. Last week it was \"car livingroom\". Mom and I were unsure what she was indicating. With playful obstruction or topic change on my part, she may participate in another topic but then returns to her cars.
I am excited that she is also beginning to imitate some consonants and CV productions at times. Her favorite is /ka/, for \"car\"! However, she is varying her consonants now based on other topics, producing more bilabials and limited fricatives. She is also allowing more oral motor input via use of the Beckman Oral Motor Protocol gum massage. This seems to be providing input to reduce her defensiveness and it helps a little with her excessive drooling. My hope is to add more oral motor input via the Beckman interventions. Parents are great with their follow through. It is so good to have a family on board with the interventions suggested.
This is a brief \"spotlight\" on my first Communication Matrix child. I am eager to have her parents complete another matrix for her upcoming annual IFSP review.
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4252,"postID":6656,"userID":2016,"timestamp":"2015-08-23T14:35:14.87","Post":{"postID":6656,"title":"Free Back to School Assistive Technology and AAC Prep Workshop","body":"Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
I currently work with adult students who are severely cognitively\r\nimpaired. One student I have been working with makes me think a lot. He is 24\r\nyears old and is also visually impaired. He will make comments throughout the school\r\nday but once I started tracking them they are always the same set of phases at\r\nthe same times. He also repeats the last thing you say to him. My question is\r\nhas anyone dealt with a similar situation and what tools have you done to work\r\nwith an individual like this. Tangible symbols are hard with him because of his\r\narm movement and hand functioning.
Thank you all,
Jessica
","userID":3153,"timestamp":"2015-09-01T08:29:08.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":80,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4257,"postID":6691,"userID":2016,"timestamp":"2015-09-01T13:36:49.977","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4265,"postID":6671,"userID":2016,"timestamp":"2015-09-05T09:16:40.857","Post":{"postID":6671,"title":"curious","body":"i am an instructional assistant in a center based program and am interested in reading posts and watching videos pertaining to the use of communicative tools within the learning environment.
","userID":6446,"timestamp":"2015-09-01T10:52:43.467","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":18,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4266,"postID":6663,"userID":2016,"timestamp":"2015-09-09T12:32:26.32","Post":{"postID":6663,"title":"The Role of Interveners in Educational Settings","body":"The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4303,"postID":6786,"userID":2016,"timestamp":"2015-10-12T13:54:20.567","Post":{"postID":6786,"title":"Giving My Son Opportunities to Share: Experience Books How to","body":"In response to an earlier post asking about Literacy activities to support communication:
I immediately thought about experience books. Experience books are an amazing tool that can be used for many different learning objectives. This link below shows an experience book I made for my son who is deafblind. It's a book about his gymnastics class. We have also made experience books together about going to the farm, going on a walk in our neighborhood, going to a favorite restaurant, etc..
http://www.pathstoliteracy.org/blog/how-create-exp...
I was wondering if anyone had a literacy activity that they\r\nwould recommend doing with students? I\r\nhave recently just started learning about teaching literacy to students’ who\r\nhave limited communication skills and was wondering if there was something that\r\nseems to work really well?
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nHello! My name is Heather and I am currently in my last year at Wayne State University. I am obtaining my degree in Special Education, Cognitive Impairment, and I am very excited to start on a career in the special education field. I have also been a caregiver for an adult with special needs for the last 7 years.
I am excited to learn more about communicating with children and adults with speech development problems through this community. I also hope to gain more knowledge and resources through this community.
Thank you for your time,
Heather =)
","userID":6491,"timestamp":"2015-10-11T08:59:49.543","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4306,"postID":6769,"userID":2016,"timestamp":"2015-10-12T21:41:57.663","Post":{"postID":6769,"title":"Including and empowering parents: A \"Mom\" story","body":"A couple years back I helped create a module for NCDB's Open Hands, Open Access Deaf-Blind Intervener Learning Modules. Here is a link to a video, from that experience, that tells my story of the relationship with my son's educational team. I am blessed with an amazing team that goes above and beyond for my son and they include me and value my input and opinions. Collaborating and including families is so important and powerful!
","userID":6428,"timestamp":"2015-10-09T05:55:23.5","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"A video of October's moderator herself!","show":true,"views":833,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":25,"collectionID":23,"postID":6769,"quote":"What could be more important than including and empowering parents?\" Watch this video to see what one mom has to say about it."}]}},{"starID":4307,"postID":6726,"userID":2016,"timestamp":"2015-10-12T21:43:20.713","Post":{"postID":6726,"title":"Hello!","body":"Hello everyone,
My name is Katherine Tierney and I am a student at Wayne\r\nState University. I am excited and cannot wait to learn about the different\r\nways a student can communicate by using assistive technology and/or sign\r\nlanguage. I also cannot wait to learn about the different skills that will help\r\nstudents learn how to speak.
","userID":6484,"timestamp":"2015-09-26T11:56:05.95","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4308,"postID":6780,"userID":2016,"timestamp":"2015-10-13T10:26:30.157","Post":{"postID":6780,"title":"What I'm Looking Forward To Learning","body":"Hi! My name is Kayla Wood and I am currently a student at\r\nWayne State University studying Special Education. I am currently in a language\r\nacquisition and educational interventions class and have been learning about alternative\r\ncommunication systems and how to modify teaching in a successful and meaningful\r\nway. I am looking forward to learning\r\nmore about the different communication devices and how they help students communicate.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nHi¡
My name is Clara, and I am a Speech&Language\r\nTherapist.
I work in Ceapat. Ceapat is the State Reference Centre for\r\nPersonal Autonomy and Technical Aid in Spain.
Our goal is to support\r\npeople with disabilities and older people to exercise their rights through\r\ninitiatives that improve: the accessibility, the technology and the products,\r\n(including tech for AAC) and the design for all.
I would like to congratulate the group of\r\nprofessionals who carry out this community\r\nand for this wonderful initiative.
Thank you for your excellent work¡¡
Clara
","userID":3268,"timestamp":"2015-10-14T03:15:00.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04","Post":{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4328,"postID":6817,"userID":2016,"timestamp":"2015-10-19T20:29:26.207","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
Hi again! While I could not attach the document to my earlier response, here you~~a Shared Reading strategy called \"CAR\", gleaned from Dr. Karen Erickson and Dr. David Koppenhaver's work and research. Enjoy!
","userID":3157,"timestamp":"2015-10-11T08:01:52.37","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4333,"postID":6822,"userID":2016,"timestamp":"2015-10-28T10:21:18.143","Post":{"postID":6822,"title":"Hands on! Opportunities for communication","body":"We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4335,"postID":6802,"userID":2016,"timestamp":"2015-10-30T09:41:08.457","Post":{"postID":6802,"title":"Parent Invovlement ","body":"Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4336,"postID":6816,"userID":2016,"timestamp":"2015-10-30T09:42:49.217","Post":{"postID":6816,"title":"Additional Thought","body":"As I was reading through many of your posts, I came across different web resources that you all use in the classroom. Would you mind sharing some of your favorites that I can take a look at?
","userID":6501,"timestamp":"2015-10-19T12:46:56.243","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4349,"postID":6840,"userID":2016,"timestamp":"2015-11-04T17:33:00.567","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4354,"postID":6847,"userID":2016,"timestamp":"2015-11-06T21:23:08.533","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4355,"postID":6833,"userID":2016,"timestamp":"2015-11-06T21:28:53.9","Post":{"postID":6833,"title":"Hello","body":"This is my first time on this site - I am super excited to see what I can find to help me with my job! Can't wait to explore and learn from others!!!
","userID":6536,"timestamp":"2015-10-30T13:33:17.303","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4356,"postID":6829,"userID":2016,"timestamp":"2015-11-06T21:29:35.683","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4358,"postID":6856,"userID":2016,"timestamp":"2015-11-10T16:43:38.457","Post":{"postID":6856,"title":"Courage...and gratitude","body":"The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4359,"postID":6844,"userID":2016,"timestamp":"2015-11-10T16:43:54.897","Post":{"postID":6844,"title":"Greetings","body":"Hello. I am glad to be a part of this community and am looking forward to working with you all.
","userID":6545,"timestamp":"2015-11-02T15:13:49.06","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897","Post":{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4368,"postID":6863,"userID":2016,"timestamp":"2015-11-14T13:12:45.51","Post":{"postID":6863,"title":"How do you come up with a \"Total score\" on the matrix?","body":"I went through the training a couple of weeks ago and I am loving using the Matrix with my population, but I need a \"score\" to put on IEP's. I remember hearing something about being able to use a total score some way. How do you all present the information in a score kind of way???? TIA!!!!
","userID":6536,"timestamp":"2015-11-13T12:48:31.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":238,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4369,"postID":6860,"userID":2016,"timestamp":"2015-11-15T20:31:16.217","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4372,"postID":6874,"userID":2016,"timestamp":"2015-11-20T20:52:46.14","Post":{"postID":6874,"title":"Example Goals","body":"I am having some difficulty determining how to write goals based off of the results from the matrix. So I was wanting to ask if anyone has some good examples that they would be willing to share? I appreciate any input!!!
","userID":6528,"timestamp":"2015-11-19T14:12:43.38","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":248,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4373,"postID":6871,"userID":2016,"timestamp":"2015-11-20T20:53:16.19","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477","Post":{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883","Post":{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4380,"postID":6879,"userID":2016,"timestamp":"2015-11-24T15:07:18.04","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4382,"postID":6888,"userID":2016,"timestamp":"2015-12-01T07:54:01.63","Post":{"postID":6888,"title":"Knowlegde is Power","body":"We have come to the end of November and the end of my time\r\nas moderate. I want to thank you for\r\ntaking time to read my posts and to impart the wisdom drawn from your own experiences\r\nor stories. Before I sign off, though, I\r\nwant to share one more story with you.
My son Thomas was recently signed as an honorary member of\r\nthe Men’s Soccer Team at Saint Francis University in Loretto, PA through a\r\nwonderful national program called Team Impact. \r\n Thomas is forming relationships\r\nwith the young men on the team, particularly one player named Nick who has taken\r\nThomas under his wing, becoming his new best friend. Nick\r\nis also studying Elementary and Special Education and, as he is approaching the\r\nend of the semester, he had to give a presentation on a special need that may\r\nbe found in a classroom. He chose to present\r\non deaf blindness, sharing his experience of meeting Thomas and their forming\r\nof a special relationship. Thomas joined him for the presentation…and loved\r\nit!
It really struck me while watching Nick’s interactions with\r\nThomas during his address just how important it is for our up and coming\r\neducators to meet the real life Thomas’s. \r\nIt is crucial for them to know that these children are not just\r\ndiagnoses, but human beings who need their help and patience and courage. The other students who were present for Nick’s\r\npresentation were able to put a face—and a very, very cute one, if I say so\r\nmyself—to a name and his diagnosis. I am\r\nhopeful that they came to understand, even a little, that regardless of how\r\nintimidating he looks on a piece (or many pieces) of paper, he is a loving\r\nlittle boy with a new best pal and his rubber ducky.
I wish you all the best of luck on your own journeys and\r\nthank you for your hard work with our most precious of friends.
","userID":6542,"timestamp":"2015-11-30T17:51:13.34","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":182,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4383,"postID":6887,"userID":2016,"timestamp":"2015-12-01T07:57:04.537","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677","Post":{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4386,"postID":6895,"userID":2016,"timestamp":"2015-12-02T15:10:54.267","Post":{"postID":6895,"title":"Any Communication is still Communication","body":"I am thrilled to be your community moderator for December and look forward to meeting (or reuniting) with you on this community forum. For my first post, of course, I'll talk about communication!
This is what I believe as a Deaf mother of Deaf, Hearing and DeafBlind children. (I'm also a traveler who is hopefully just on hold. The only continent I haven't touched is Antarctica.)
There's different languages and modes of communication going on in our household and the language that is accessible for all of our members is American Sign Language. For our son, Orion, who does not have usable vision and is profoundly deaf, we use tactile sign language. It was not always this way but now at 5 years old, Orion has a short list of expressive signs and he has shown he understands more sign language than he expresses, on top of his other receptive communication options: touch cues, object cues, and tactile symbols. Just this summer, Orion started to also take people's hands and put it where he wants them to help. My experience raising and learning from Orion and others continue to inspire me to encourage educators- administrators, teachers, service providers and especially interveners- to pick up on any and all the usual modes of communication found among our DeafBlind children as well as understand the different levels and purposes of communication.
Any communication, whether it is the mode or level, is still communication.
Our communication options need to remain as diverse as Deafblind individuals. I visualize looking on the top of the heads of individuals standing on a square X-Y chart ranging from usable vision and hearing in one corner and in the kitty corner are totally deaf-blind people (like my son). We should be able to dance all over this chart communication-wise. We should watch for and accept any communication level or option that our children make the effort to express. (I blogged more about this here: http://hexwit.blogspot.com/2013/12/deafdeaflblind-... )
There shouldn't be \"This OR that\"; it should actually be \"This, that, AND anything that works for the child\".
","userID":6476,"timestamp":"2015-12-02T13:40:49.243","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Guest Host","show":true,"views":353,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4401,"postID":6904,"userID":2016,"timestamp":"2015-12-08T21:36:37.207","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4402,"postID":6913,"userID":2016,"timestamp":"2015-12-08T21:41:55.023","Post":{"postID":6913,"title":"Father and Son Enjoy a Finger-Tapping Conversation","body":"Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5413,"postID":7936,"userID":2016,"timestamp":"2016-01-04T23:51:23.903","Post":{"postID":7936,"title":"Video: Talking and Eating (with Orion)","body":"For the last day of this memorable month of December guest moderating in the Communication Matrix Community, I want to share a gem of a moment with Orion I was able to get on video where I \"tempted\" and invited Orion to read sign language tactually.
First, the communication and use of senses back story on Orion:
He was born practically totally blind on July 19, 2010. I say this because technically he has light perception in his right eye in two kitty-corner quadrants but he does not use this. He's functionally totally blind, yes. He's also profoundly deaf and has bilateral cochlear implants. He hates the right side for some unknown, yet to be found, reason. He will tolerate the left side processor as long as there's fun music going on, anything danceable such as Michael Jackson. We started touch cues (what we called \"signing on the body\" back then) within hours of his birth with \"MILK\" (squeezing his little forearm with our hands because one day we will squeeze our hands sans-forearm and he could feel it with his own hands). Soon after came object cues, the most concrete way of communication we've used with Orion. When we moved to Austin (Orion was 2 years old), we started introducing a precious few tactile symbols in school. Now there is a whole board of different symbols for people, places, things and activities on a wall in his classroom that he uses receptively. At this point, Orion is feeling signs so much more now, he doesn't say much but one day he will. I know he is busy figuring things out, making connections from the past to the present, making sense of the activities... he's \"feeling\" (listening). He's a boy of a few words for his reasons, and well, he wasn't the only one. We do have an older Deaf son who we'd say was a boy of few words, too, and it's totally the opposite now.
As for the video, please pardon this family style video's background noise that includes Monster High blaring from the TV, my daughter and her friend talking very loud. And the kittens they're talking about are real, not imaginary.
At the video's original location (via link) there is a text transcript below of what I signed. I plan to add descriptions of actions soon.
Without further yabberage, I share with you the neat video!
P.S. Happy New Year!
I knew my son was Deaf at 5 days of age. I also knew he had blind spots in his eyes called colobomas, but he clearly saw something. Not yet knowing about deafblindness and the impact of the combined loss, our focus was on his hearing loss. How were we going to communicate with our son? How were we going to know what he wanted, what he felt, what he thought? How was he going to know us? I couldn't imagine how to do that without language. Feeling it would be easier for us to learn American Sign Language than for Dylan to learn spoken English, we jumped into ASL classes when he was only 3 months old. Desperate to make up for the time he didn't hear our voices in utero, I couldn't wait to share this visual language with Dylan. As time
Now Dylan is 19 and is still what the professionals call an emergent communicator. A person who communicates without formal language. In spite of this, we have a rich, full, meaningful relationship that I would not have thought possible without language all those years ago.
Why? How do we communicate without words? How do we talk about the past, the present, and the future? How does Dylan learn new concepts? How does he express his preference?
As I moderate over the next month, I'll share more of what's worked for Dylan and would love to learn what's worked for you in sharing communication with someone who is an early communicator.
Kim
In lieu of a picture, imagine this, Dylan is sitting next to me in his fancy clothes, a smile on his face, and his hand resting on mine, the wedding guests in the distance, as we co-sign a toast we have co-drawn for his brother and his bride. That is the joy of communicating.
","userID":8708,"timestamp":"2016-01-04T22:03:09.12","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"First post from January's Guest Host!","show":true,"views":469,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5422,"postID":7946,"userID":2016,"timestamp":"2016-01-09T10:18:45.9","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5427,"postID":7948,"userID":2016,"timestamp":"2016-01-14T20:52:27.637","Post":{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5436,"postID":7908,"userID":2016,"timestamp":"2016-01-26T20:47:49.06","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5438,"postID":7994,"userID":2016,"timestamp":"2016-02-01T13:06:15.5","Post":{"postID":7994,"title":"Co-drawing as a form of communication","body":"In my last post, I shared my experience of talking with Dylan through tactual sign using a hand-under-hand technique. Often when we think of hand-under-hand, we think of using it to teach someone how to do a task, use scissors, zip their coat, or write their name. It is an alternative to hand-over-hand, where the helper’s hand is on top, making the student’s hand perform tasks, they aren’t yet doing on their own. Hand-under-hand in contrast involves an invitation for the student to rest their hands on yours, so they can “see” through your hands; “see” what you are doing, “see” the object of discussion, “see” aspects of the environment, or to even “see” how to do something. It is an approach that allows the child to maintain control of their body, and to be an equal partner in exploration and interaction. When, I started signing with Dylan in this way, he did not resist, because we already had a history of sharing relationship through touch. Information about hand-under-hand and resources for helping students get familiar with this type of touch are readily available through a simple search of the Internet. But now I want to share a less familiar practice called co-drawing.
Dylan was only four when I first heard Dr. Stephanie McFarland share an overview of Dr. van Dijk’s Curricular Approach, including “Drawing Instructional Strategies.” If you’re like me, you might have thought, “But I can’t draw,” and then left that strategy for someone else. At the time of her talk, I was focused on modeling American Sign Language and exploring what type of symbol, such as object, photograph, or line drawing made sense to Dylan. It never crossed my mind that co-drawing was something I could use at home, as a “language.” Using hand-under-hand to co-write has been a part of our home life, but co-drawing? Not me.
Co-drawing was something that was done at school, with Dylan’s fabulous communication specialist, Megan Mogan, and his incredible Intervener, Doe. I loved hearing the stories of how some fabulous breakthrough happened during there co-drawing exchanges and I loved looking at the co-drawn experience stories that came home every day. Dylan and I shared a brief glimpse of his day through these stories.
Even better were the videos; videos that showed the connection and engagement that occurred as Dylan and Megan or Dylan and Doe wrote together. You can see this process in action in the video below, as Megan was helping Dylan grasp the concept of up in connection with the sign for up through co-drawing. As great as that was, it still didn’t occur to me, that I could draw with him like they did.
Then Dylan’s school placement was changed to home, and I became Dylan’s day-to-day teacher. \"Umm, now what?” I thought, “I can’t draw.” I clearly recalled my struggles in 7th grade art class. Nope. Drawing wasn’t for me. But as with everything we do in our School-Home, I learned from Dylan.
Fortunately Dylan “got it” with my rough stick figures and real objects traced on to the pages of his stories as I ventured into co-drawing with him. His engagement as we drew, led me to try basic drawings, such as a house or a tree, to provide more information. I began to let go of my need to be “good” at drawing in favor of the connection with Dylan and his learning.
The beauty of co-drawing, as with any hand-under-hand technique, is Dylan has a “voice” in it. The feedback between our hands constantly guides the story or lesson that emerges before us. Dylan is able to direct me to a part of the page as a request to elaborate. After just a couple of exposures, his hand can guide the direction of mine, expressing his knowledge of how to draw a rough outline of the United States for example. He also lets me know when I am starting to draw something he doesn’t want to talk about or doesn’t understand by either guiding my hand in a different direction, or taking the page, crumpling it up and throwing it in the trash.
Starting in school as a way to illustrate a concept or create an experience book for the day, co-drawing has evolved to a dynamic communication form wherever we are. I no longer have to worry about having the right picture communication symbol with me, when we leave the house. As long as we have paper and markers, Dylan and I can communicate about anything. It allows for spontaneity of topic, easy adaptations to our schedule, and best of all the opportunity for us to just “talk.”
If you saw Dylan on the Young Adult Panel at the 2015 International CHARGE Syndrome conference, you saw us co-drawing together as we waited his turn. You might have wondered what we were drawing together. Quite simply, I was interpreting for him, in the form of co-drawing, letting him know who was talking, key points of her talk, when his turn was, and what he was going to do. What you couldn’t see as he and I co-signed his presentation, was his “speech” lying there on the table, written out in co-drawn form for him to “read” from as we went along.
For a recent presentation, I looked up information on co-drawing, and found Dr. McFarland’s article, which was written about the time I first heard her talk about Dr. van Dijk’s Curricular Approach. As I read anew the key benefits of “drawing instructional strategies,” I thought about Dylan. Yes, co-drawing does promote the use of his residual vision, as placing his hands on mine draws his eyes to the page. Yes, co-drawing does allow Dylan and I to have communication that is clear to him and to me. Yes co-drawing does encourage Dylan to be an active participant in learning, and life. Yes co-drawing does provide a static communicative referent; that is it provides communication in a form that he can hold onto and refer to again and again. What the article doesn’t list is the benefit of competence and self-determination for Dylan and contentment for me, as we “talk” together through this shared media. I encourage you to give it a try.
Overview of the van Dijk Curricular Approach, Dr. Stephanie Z.C. McFarland, NCDB, Nov. 30, 2000
https://nationaldb.org/library/page/1969
Sample hand-under-hand resource.
http://gsap.coe.uga.edu/resources/instructional-strategies/hand-under-hand/
Images
Co-drawn Dylan Dad Mom
The first image shows a completed co-drawing of 3 stick figures holding hands with smiles on their faces. The figures are labeled Dad, Dylan, and Mom. The bottom of the page says 3-of-us Happy. This is the last page of the first book we co-drew and wrote at home about Dylan and Dad putting the tables together for School-Home.
Dylan Mom co-draw buy water bottles
The second photo shows Dylan and I shoulder to shoulder facing his slant board. The paper on the board has a co-drawn water bottle vending machine with co-drawn figures labeled as Dylan and Deb. Dylan’s right hand is resting on my right wrist as we complete the text “buy water bottles.”
Co-drawing list at Target
I am sitting at a table in Target with Dylan standing beside me, his right hand on mine, as I begin to draw a square, which will become his symbol for batteries. Our paper rests on top of a page that has photographs taken from a video of the simplest electric train, which he enjoyed watching again and again. With each viewing we talked about needing to buy the 3 objects shown on screen, batteries, copper wire, and magnets, so we could make our own. In the store, Dylan wanted nothing to do with the photographs. (I agree they are horrible contrast, but sometimes with familiarity it is enough.) More often though co-drawing our own representation has more meaning for Dylan, as it did on this day, where we stopped what we were doing to co-draw his list.
","userID":8708,"timestamp":"2016-02-01T10:19:53.827","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3367,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5443,"postID":7964,"userID":2016,"timestamp":"2016-02-03T16:47:17.623","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5444,"postID":7998,"userID":2016,"timestamp":"2016-02-03T16:49:45.737","Post":{"postID":7998,"title":"Custom Report Question","body":"Is it possible for companies to buy an annual subscription to the Communication Matrix so reports can be printed as needed? If we purchase credits for custom reports, is there a time limit set on those credits? Thanks in advance for any advice/direction!
","userID":6540,"timestamp":"2016-02-03T08:43:24.453","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":71,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5445,"postID":7990,"userID":2016,"timestamp":"2016-02-03T16:50:54.183","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
Hello!
I was thinking about how rich of an avenue the TEDx Conferences might be to share the research, community, and expertise of Communication Matrix~~might that be on the horizon of the community? :)
","userID":3157,"timestamp":"2016-02-17T15:49:08.253","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":129,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5475,"postID":8042,"userID":2016,"timestamp":"2016-02-25T20:41:16.5","Post":{"postID":8042,"title":"Jake's Journey from Learning Communication to Becoming Literate","body":"As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Hello, I have a question. I work with a child who became Deaf at 2. 5 years of age. Prior to this he was a typically little boy, very active, and very talkative. He is now totally Deaf Blind with the exception of a bit of light perception/sees some shapes. His Cochlear Implant did not work and he no longer wears this. He is learning ASL, Braille, and Cane use skills, and is doing very well. He is currently 7 years old and recently indicated some interest in speech and his SLT is working on mouth formation and producing sounds with him. I have been told that he has said the word Mom. I am curious if anyone has a similar experience and any helpful strategies including cued speech or Tadoma? One thing that I did notice is that he is very interested in making sounds and mouth movements and at times can be disruptive to the classroom with his noises and spitting behavior. I am curious if anyone has had this experience as well and any suggestions. Thanks so much! Rose
","userID":3122,"timestamp":"2016-02-25T09:10:01.357","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":250,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5477,"postID":8058,"userID":2016,"timestamp":"2016-02-25T20:46:07.82","Post":{"postID":8058,"title":"Written expression","body":"Communication is the first step toward literacy. Literacy is often thought of as reading a book. However, literacy is so much more as we have been discussing all month. There is a significant amount of research that demonstrates that writing is as important as reading to develop literacy skills. For students with significant and complex learning needs, writing is not only possible, it is important to maximize literacy and communication development. However, what if the student can't hold a pencil or even know what a pencil is for?
There are alternative pencil options available for all kinds of communication and literacy experiences. If you would like more information about different methods to develop writing skills please see:
http://literacy.nationaldb.org/index.php/writing/
https://www.med.unc.edu/ahs/clds/products/available-for-purchase
https://sites.google.com/site/thejoyofoccupationaltherapy/
Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5482,"postID":8040,"userID":2016,"timestamp":"2016-02-28T21:03:46.91","Post":{"postID":8040,"title":"Routines & Socialization as Literacy Experiences","body":"Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I want to share this post in the hopes of receiving feedback and facilitating conversation about the issue of tactile symbol standardization. any experiences or input you might have on this topic would be appreciated. It would be easiest for me to locate and respond to your thoughts if they are posted on the pathstoliteracy.org site, but I will also check here.
Linda Hagood
pathstoliteracy.org/blog/question-symbol-standardization-invitation-discussion
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113","Post":{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5500,"postID":8118,"userID":2016,"timestamp":"2016-04-10T12:55:09.747","Post":{"postID":8118,"title":"Hello, April!","body":"Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
The Utah Schools for the Deaf and the Blind are taking a novel approach to learning and socializing for students. They have pioneered the use of music therapy at the school. The environment of experiencing music together in a group and learning about it together has cultivated many positivegrowth areas for students. Whether they have more confidence or more autonomy, the opportunities are seen all around. The instructor, Rachel Lightly states on the matter of developing new skills from this class:
“\"Communication skills, cognitive skills, social skills, all those other things you don't really think about,\"
I think that as professionals and/or family members we can all take something from this story and apply it to our lives when it comes to education and the many valued avenues available.
Learn more by clicking here to view the full news story.
","userID":8674,"timestamp":"2016-04-22T22:59:18.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":73,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5517,"postID":8123,"userID":2016,"timestamp":"2016-04-25T01:47:26.847","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5525,"postID":8182,"userID":2016,"timestamp":"2016-04-28T19:55:46.563","Post":{"postID":8182,"title":"Reflection","body":"I was asked to make a video on the topic of reflection and how it influences an Intervener. While it is an important part of my role, it is also important for every educator's role.
I'd like to share it with you, even though I was clearly very nervous to film it! Selfie videos are not in my comfort zone!
The video is captioned, however the color of the caption and background isn't high contrast. If you would like a transcript, please email me at shannon.zywiec@nemetro.k12.mn.us and I would be happy to send it to you.
Shannon
","userID":8827,"timestamp":"2016-04-25T23:58:06.683","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":16,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5532,"postID":8119,"userID":2016,"timestamp":"2016-05-06T04:42:51.557","Post":{"postID":8119,"title":"Getting Back To The Basics","body":"It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5533,"postID":8194,"userID":2016,"timestamp":"2016-05-06T04:44:57.323","Post":{"postID":8194,"title":"Videos Series on the Use of Technology with Evidence Based Early Intervention","body":"
A new video series about the use of technology with evidence based early intervention illustrates how video, video conferencing, and related technologies can improve access to and the quality of supports for families, as well as better enable teams to practice evidence-based early intervention services. The videos can be viewed at:
http://ddc.ohio.gov/video-ei-series
It is suggested that you watch the videos in order:
1.\tAn Overview of Using Technology to Support Families in Early Intervention
2.\tUsing Video to Enhance Play, Communication, and Relationships
3.\tUsing Instant Messaging and Video for Just-In-Time Support
4.\tUsing Video and Video Conferencing to Enable Team Meetings over Distances
5.\tUsing Facetime to Enhance Team Collaboration
6.\tA Virtual Home Visit with Liam's Family
7.\tA Virtual Co-Visit with Straton's Family
8.\tUsing Video as a Foundation for Reflective Supervision
The series was produced collaboratively by the Ohio Association of County Boards of Developmental Disabilities, a grantee of the Ohio Developmental Disabilities Council, the Bridging the Gaps in Ohio Part C Service Delivery Project, the BHN Alliance (Belmont, Harrison, and Noble County Boards of Developmental Disabilities), videographer Larry Edelman, and most importantly, families and early intervention practitioners in Ohio.
Module1: Understanding Your Child'sCues
We are all aware that children begin to communicate their wants and needs long before they have concrete words. When we interpret the child's desires and respond to them appropriately, it promotes the continued desire to communicate with those around them. When a child has multiple disabilities the attempts made at communication may not
be easily recognized, understood, and responded to, however, it is important to recognize that indeed the child is making attempts to communicate. It is important that we recognize and respond to all the child's existing attempts at communication. This is done by taking time to observe and note how the child responds during their daily activities. Are they displaying signs of liking the activity through smiling, flapping their hands, blinking their eyes, smiling, leaning towards you, etc. or dislike by crying, turning their head, engaging in self-stimulating behaviors, stiffening, etc. Emily Dayle Quinn has also addressed this topic in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for
Intervention?”
Another topic addressed in the PLAI curriculum and addressed by Emily, is recognizing behavioral states and behavioral patterns. As Emily stated, it is helpful to find the times when the child is “typically comfortable, alert, and attentive.” It is during these times that they will be most likely be ready to learn and ready to play. It is our obligation to identify the child's behavioral states and discover the ways in which they are communicating, even at the most subtle level. The wonderful part is that all it requires to learn these cues is some careful observation an active listening to the child throughout their daily activities; recognizing the ways in which they are attempting to interact and communicate their wants, needs, feelings, etc. with those around them.
Module 2: Identifying Your Child's Preferences
As human beings we all like to be recognized and rewarded for our actions. Receiving rewards provides motivation to continue. Another motivator is having choice in participating in or partaking of our desired preferences in life. We will work harder for something we enjoy and will avoid or quickly get through those things that are less enjoyable. Children with
disabilities are no different.
The goal here is to develop a list of preferences that the child has now (they will, of course, change over time). Are there specific activities/people/objects/food that they really like or really dislike, or perhaps their preference seems to fall somewhere in the middle? As this list of preferences is established we can then utilize them for communication, for
motivation, and for choice making.
Another thing to remember at this point is to continue to be aware of the child's state of awareness as was mentioned previously. The child may respond differently to the
same activity/person/object/food presented when they are irritable verses when they are alert, or drowsy.
Another item to keep in mind is that as the child begins to understand being offered preferences and having the opportunity to choose, that initially the child may just be grabbing an item at random. disliked item. In this way they begin to understand that their choice has meaning and consequence.
Module 3: Establishing Predictable Routines
Emily Dayle Quinn defines and addresses routines in her collection titled, “I've Done the Communication Matrix.....Now What Do I Do for Intervention?”, offering examples of a variety of different types or routines, so I will not repeat that information here. However, please take time to review this material to ensure the understanding of what a routine is if you are not already familiar with this topic.
As a parent the understanding and implementation of established routines has been a lifesaver and a sanity creator. Establishing predictable daily routines allows for consistency and anticipation for the child. It allows them to be an active participant and communicator about what is happening, what just happened, and what will be happening.
What really opened the world of routines for me and my children was the realization that within a regular daily routine there are many opportunities for subroutines. The PLAI curriculum defines a subroutine as “....consistent sequences or steps that occur within a familiar activity like bath time or dressing.” These subroutines which may incorporate auditory cues, tactile cues, kinesthetic cues, olfactory cues, or visual cues (or likely a combination of several or all of them). We introduced only a few subroutine items within the routine at first, but as we could see increased understanding, communication, and anticipation we added more and more.
Let me provide an example of a routine with it's subroutines that we enjoy and have expanded over time; bath time. Bath time at our house takes place at 7:30pm, it is preceded by
a preferred activity such as going for a walk or playing together on the rug. After indicating that the preferred activity is finished we give a tactile cue/sign bath (we say it auditorily as well, however, he has now lost his hearing, so the tactile is our main cue here) and then help him to sign bath. We go to the bathroom and as we turn on the water we allow him to feel the water running. We have a subroutine for undressing within the bath routine where we first take of his shirt cueing him that we will do so by lightly tugging on his shirt sleeve and raising his arm (he now actually just begins taking his arm out by himself when we tug on the sleeve....an example of grown understanding in the evolution of communicating day after day within the same routine and subroutines). We have a similar slight tug on his pants/shorts to indicate that it's time to remove them. Next is the cue to remove his diaper. It's now time to get into the bath. We get a washcloth out of the drawer and once again, with washcloth in hand, sign bath together on him. Rather than just plunging him into the tub we allow him to feel the side of the tub. It's now time to get into the tub we cue him by squeezing under his arms to indicate that we will be lifting him up, and allow his toes to dip into the water before sitting him fully into the water. In the bath we utilize olfactory cues by allowing him to smell the shampoo and soaps before applying them. We touch his head lightly and rub gently to indicate the act of shampooing and then proceed to shampoo. We have cues to indicate him needing to lie back to rinse out his hair. We have fun just “talking” about the water and splashing. After awhile I begin to allow the water to drain and as the water gets low, and it's time to get out we sign finished together. I cue him that I will be lifting him up by once again squeezing lightly under his arms and then up he goes, landing in a towel followed by a snuggle. It's then off to put his pajamas on, but we'll stop there. As you can see there are so many different types of subroutines that you can incorporate within the routine and it can all be customized based upon the needs and preferences of the child! And oh, what a variety of cues you can incorporate to add meaning and purpose! It open the door in so many places to provide greater anticipation, understanding, and communication!
Module 4: Establishing Turn Taking
Turn taking is so much fun because it involves playing and extending interaction time. Initially it is important to establish a way of requesting “more.” This could very well be a verbal statement, or sign, however, with complex children we will likely need to think outside the traditional way of requesting. For example, if the child is eating a preferred food and
there is no longer any more they may attempt to communicate wanting more by banging their hands on the tray and vocalizing in some way. If it appears that the child is really wanting more, then say to them “Oh, you want more _______.” Give them another and allow the opportunity to request more again. When it comes to a desired food or activity, it is a great technique to give the child less than you know they typically like, setting up opportunities for them to request more.
As you establish turn taking games and they become better understood by the child, take the opportunity to generalize them across various settings; with the different people
and environments that the child interacts with.
So as a quick synopsis, here are a few bullet points to help encourage turn taking routines:
Module 5: Encouraging Communicative Initiations
Up to this point we have discussed various ways to identify the child's cues in their attempt to communicate, identified preferences (including likes and dislikes), established predictable routines and subroutines, and established turn taking games. Each piece can work as a stepping stone to our final goal of encouraging communicative interaction. Reaching this point has/will take time, patience, and consistency; however as you watch the child expand their understanding and ability to communicate more and more the rewards are quite fantastic.
The goal now is to continue to build the skills and concepts necessary for the child to continue to increase their “rate communicative initiations for the purposes of obtaining attention from significant caregivers, obtaining a desired object or pleasurable activity, and expressing rejection. The goal is to increase the child's control and initiations of those behaviors
identified in earlier modules.” In essence, we are creating active and responsive communication partners!
In the previous post, I discussed the importance of expanding topics for communication. In this session, I will begin to discuss strategies for addressing topic-expansion goals and objectives.
Step #1: Start where s/he is. Through interview and observation, look at the student’s current
· Likes/Dislikes. Take your time and observe to learn about the student's preferences. Some students may be able to actively and purposefully choose between activities, and many will not be able to express themselves so clearly. In the book
· Activities which s/he currently engages in at home and at school. One instrument which may be helpful in identifying current or potential topics for communication is the “Home Talk” assessment, (especially the section on what the child likes to do at home).(https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf). In the Symbols and Meaning guide (2012, APH), Millie Smith provides detailed forms for evaluating students' understanding and use of objects within functional environments.
Question: How do you assess student likes/ dislikes and their functional participation in activities? Do you have particular assessment tools which have been helpful?
· Develop joint action routines to build more opportunities for the student to actively participate and communicate within the current areas of interest. Joint action routines are predictably and consistently sequenced activities which are specially structured to facilitate communication (Snyder-McLean, et al. 1984, retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19368/Sack__1984_JointActionRoutines.pdf?sequence=1)
· A joint action routine has the following features
Consistent beginning and ending steps./ object cues
Exchangeable roles
Plan for controlled variation (materials, people, location, action)
The following is an example of joint action routine for a child who loves a video of Raffi singing Baby Beluga:
Watching Raffi video on the iPad started as an isolating \"alone time\" activitiy, which Joey used to calm himself, and sometimes to escape from activities which were overwhelming. The teacher has gradually turned it into a more interactive experience, a topic for communication. She began to join Joey, when he retreated to the iPad video, , and he accepted it when she added hand and body movements to the song. Jeffrey loves the black and white \"whale gloves\" which one of the partners wears when they're doing the Beluga Dance and now they are using them as a symbol for the routine. He puts them on her hands in anticipation of Beluga Time. She has also added another role for tambourine player .to accompany the video music. She and Joey are beginning to exchange roles, one of them wearing the gloves, and the other playing the tambourine, during the activity. Sometimes she offers a choice between gloves and tambourine, or sabotages the activity by offering only one glove to facilitate his request for more. Other students are getting interested in the activity, so she is planning on adding another rhythm instrument so they can begin to join the activity , one at a time.
Step #2. Use this information to brainstorm about new activities which could be added to the topic repertoire.
· Find a common thread or motivating factor in the student’s likes/ dislikes (e.g., all are food related, all involve computer games, music, movement)
· Use this hypothesis to build new topics in the area of interest.
For the above child, whose topics for interaction and communication are highly restricted, the teacher and other team members worked together to build some “spin-off “ topics, finding connections between Joey’s favorite song and other activities which share similar elements, objects, or qualities.
BABY BELUGA SPIN-OFF TOPICS
Other Raffi songs
The guitar
Whales and other sea creatures
Going fishing
One fish two fish, red fish blue fish Dr. Seuss book
Swimming
Black and white animals (penguins, zebras, cows, Dalmations)
Walking down the hall in the middle school between classes, I hear snippets of conversation between kids:
“Let me tell you about how I broke my arm.”
“Mr. James gave me another day on my project—he’s ‘the bomb’ .”
“Wow! That was a really great basketball game yesterday.”
“Let’s go on a hike in the Olympics and bring the dog along.”
“Can you sleep over on Friday?”
“I am so nervous about singing in the school assembly tomorrow.”
“I think he’s gonna ask her out.”
I turn the corner to enter the life skills classroom, and am struck by the difference in topics of conversation:
At one table, a paraeducator is prompting a student to tell her the date, which she writes on a schedule board.
A small group in the kitchen area is making breakfast, and the kids are choosing between juice and milk.
Another group works on separating paper and plastic from the recycling bin.
A student in the back corner is listening to music using headphones.
Topics are the “subjects” of communicative exchanges, and are the umbrella under which specific vocabulary items are used. They are the answers mom wants when she asks, “What did you do at school today?” or that teachers want when they say, “Tell me about your weekend.” At the end of this post, the two charts show examples of conversational topics and the \"fringe\" (activity based) vocabulary that might be used when intercting or conversing around those topics.
Often, students with multiple disabilities, including sensory impairments, are limited in the variety of topics available for interaction and communication. These limitations may be due to experiential variables, lack of incidental learning through observation or listening, social engagement issues such as autism, motor challenges, or self-regulatory problems which limit their participation. Part of our job as communication partners is to build new contexts in which the student and others are motivated to communicate. Topics are built upon mutually shared , pleasurable experiences in which the student is actively engaged. A varied array of topics can benefit the student in so many ways. There are many reasons toinclude topic expansion in our educational programs for students with complex communication needs:
· Topics provide a context in which communication can be modeled, reinforced and taught in meaningful ways.
· Topics of shared interest give a reason for communicating for non-instrumental functions (beyond requesting and protesting)—reporting, planning, commenting, describing.
· Topics help others to know and understand the student in a more equitable way.
In the other posts in this collection, strategies for expanding topics for interaction and communication will be described. I am hoping to facilitate some conversation in this collection, so please look at the end of each post for questions to help us sustain this conversation on the Topic of \"Topics\"--
QUESTION: Think about a student you work or live with who has complex communication needs. What topics for interaction and communication does this student currently enjoy?
I will begin the discussion by speaking about the context of interactive shared reading. Interactive shared reading is a context in which both oral language and written language skills can be targeted. For example, there is a robust body of research showing that shared reading that focuses on communicative interaction has been shown to increase the oral language abilities in children who can speak and the number of multi-symbol utterances in children who communicate through augmentative and alternative communication. Through techniques such as modeling, this context can be a powerful way to address specific linguistic targets like vocabulary and syntactic skills.
This context also holds considerable power for targeting skills such as phonemic awareness and alphabet knowledge in children with complex communication needs. For example, a more knowledgeable other can reference print, paying close attention to letter identification when reading a storybook. Additionally, the reader can point out words that rhyme and provide an AAC user with the vocabulary to indicate whether they think a word rhymes or not while reading a book. This context can also be used to target skills related to concepts about print. This includes teaching children about things such as the directionality of print, the fact that print carries meaning, and helping them understand the concept of a one-to-one match with a written and spoken word.
I would like to ask the community how they use the context of interactive shared reading to address any of these areas with children who have complex communication needs. For example, are there any specific things that community members have done while reading the book to reference print that has helped your clients increase their alphabetic knowledge? Have you addressed phonological or phonemic awareness within this context? Has anyone in the community adapted books in any way in order to teach about concepts about print?
“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
Think about all the things the student who is deaf-blind likes to do. List them. Then think about what you might want to communicate about those things if they were on your \"likes\" list. We think about the student expressing his or here desire to get it. But there is much more that can be communicated!
Here is an example. The school team does not know of many things the student likes; but one thing is spinning things around, like the wheels on a toy truck or car. He would do that for long periods of time not engaging with anyone. How many things that spin can you find in the classroom, but also in other environments in the school such as the gymnasium/weight room, music/band room, cafeteria, the playground, etc? What places are within walking distance that might have things that spin?
Now you are developing a vocabulary to learn whether, spoken, signed, pictures or tactile symbols or combination of those forms. The student is learning those names, but also about the environments in which to find the items that interest him or her. Besides learning the name of the item, these things have characteristics and perform actions that also lead to communication. You have something to \"talk\" about that interests the student.
Now, make a list of things your student enjoys and select just one thing from that list and start to think in this way.
Even babies let us know what they want!
1. Make careful observations of the child's behaviors so you can interpret their meanings, e.g., \"I want xxx or I like xx\" or \"I don't want xxx or I don't like xxx\"
These refusal and requests are the first communicative behaviors that all children demonstrate. When adults Interpret and promptly respond to these refusal and requests, the very young child discovers the power of communication and learn to use these behaviors intentionally.
I was wondering if anyone had research/resources for sign language for those who are blind. My student is 20 years old. We have attempted picture cards with tactile input for yes/no however he has shown inconsistent functional use of the pictures. During feeding he will consistently show a sign for drink by forming his hand ready to hold a cup. With modeling he will at times sign a modified more. I wanted to build on these skills since he gravitates toward sign over pictures with tactile input.
If anyone has research or ideas that would be great. Thanks!
","userID":15006,"timestamp":"2016-11-15T21:25:04.28","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":131,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5713,"postID":8560,"userID":2016,"timestamp":"2016-12-02T21:18:35.053","Post":{"postID":8560,"title":"AAC groups: A wonderful way to build social competencies","body":"In our AAC Speech-Language Pathology practice, we know, and we see, on a daily basis, that when individuals who have CCN are supported, they communicate and they participate. When they are not supported, they may or may not communicate and participate. We see this across ages, across abilities and disabilities, and across all levels of communicators.
We also know, and we must remember, that while more research is needed in the field of AAC, there is a large and rich body of research that we need to be familiar with and use to help guide our daily practices and interventions. I have included some gold standards and favorites of mine below that I think about each and every day.
Janice Light has written that we communicate for 4 main reasons: to express wants and needs, to gain and share information, to build and sustain relationships, and to engage in social etiquette.
Think about this and how it relates to individuals we interact with who have complex communication needs (CCN). How many people do we know with CCN who communicate for all of these purposes?
One of the principles in the Participation Model, initially presented by David Beukelman and Pat Mirenda in 1998, states that ‘the purpose of an AAC intervention is to facilitate meaningful communication and participation in daily life activities’. How often are we focusing on meaningful communication and participation, and how are we supporting individuals to communicate and actively participate throughout their days?
In Social Networks (Attainment Company, 2012), Sarah Blackstone and Mary Hunt Berg quote Janice Light from 1989 and state the following: People who rely on AAC devices and techniques play a passive role, rarely initiate interactions, express a limited number of speech acts, use restricted linguistic forms, and have limited opportunities to interact with others. Speaking partners dominate interactions, ask predominately yes/no questions, take a majority of conversational turns, provide few opportunities for people who use AAC to respond, often interrupt, focus on the individual’s technology or techniques rather than the response and the message, and do not always confirm the content of messages communicated.
How often do we acknowledge and realize these realities, and how many of us are ‘guilty’ of dominating interactions? I know I am. In the first picture below, a client of ours, Carson, came to therapy one day a while back with that piece of duct tape and readily directed his mom to place it over my mouth!
Several years ago, our practice started doing language groups for individuals who have CCN and use AAC technologies to communicate. We started social groups to help individuals increase their communication and participation skills and to target social competencies. While we had initial ideas and notions of what these groups would look like, we never could have anticipated how much they are needed, how important they are, how much participants look forward to their weekly ‘talker groups’, how real they are, how much fun they have, and how much fun we have!
Participants are grouped by age and must have their own AAC technology. Criteria for participation include being able to sit, attend, wait, participate, and not be disruptive.
While the focus and structure of groups differ based on the make up and ages of participants, across groups, individuals are encouraged and supported to use vocabulary in their AAC systems to communicate and participate with one another.
Skills targeted during groups are individualized and may include expressing preferences and opinions, taking turns, learning from one another, helping one another, and forming friendships. Vocabulary targeted may include vocabulary to direct, request, express preferences, share information, comment, ask and answer questions, and protest. Participants use prestored phrases and questions in their AAC systems, as well as generative vocabulary.
Across all age groups and all levels of communicators, we see increased social competencies in participants. Examples of social competencies participants are learning include looking to one another when communicating, greeting one another, using one another’s names, asking and answering questions, and negotiating friendships and relationships. Individuals are learning to participate in nonpreferred activities, to express preferences and dislikes, to remain engaged while waiting their turn, and to communicate with one another.
Groups have also had numerous positive outcomes for families. Parents are forming true friendships with one another and becoming resources for one another. Siblings play with other siblings while waiting. Many get together outside of group.
Below are some examples of fun being had. More photos are available on our Facebook page, Jill Tullman & Associates.
","userID":14433,"timestamp":"2016-12-01T03:13:20.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5704,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":158,"collectionID":98,"postID":8560,"quote":"Groups are real, and they are fun!"},{"collectionItemID":200,"collectionID":106,"postID":8560,"quote":"AAC Implementation: Authentic communication and participation...How much fun are we having? This collection focuses on building community/friendships. Lots of great examples."},{"collectionItemID":267,"collectionID":121,"postID":8560,"quote":""}]}},{"starID":5714,"postID":8559,"userID":2016,"timestamp":"2016-12-02T21:18:55.27","Post":{"postID":8559,"title":"Language assessment tool for a Deaf-Blind Student","body":"Hello, I am received a request, and am wondering if anyone knows of a good language assessment tool to use with a Deaf-Blind student who uses American Sign Language/Tactile Sign to communicate. This student lost his vision and hearing due to meningitis at age 2. He is not cognitively impaired. He essentially has as no hearing and no usable vision to allow him to use standard tools commonly used with hearing impaired or vision impaired students. Has anyone had any experience with this?
Also, I think they are also looking for an assessment tool to determine ASL proficiency if anyone has any assessement tools for that.
","userID":3122,"timestamp":"2016-11-28T20:58:40.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2140,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5715,"postID":8540,"userID":2016,"timestamp":"2016-12-02T21:19:10.507","Post":{"postID":8540,"title":"What does fun have to do with AAC implementation?","body":"We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
","userID":14433,"timestamp":"2016-11-20T22:27:46.237","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3232,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":156,"collectionID":98,"postID":8540,"quote":"Fun is key to AAC!"}]}},{"starID":5716,"postID":8547,"userID":2016,"timestamp":"2016-12-02T21:21:22.397","Post":{"postID":8547,"title":"Supporting individuals to communicate and participate","body":"In my initial post, I talked about the importance of having fun while teaching language to individuals with complex communication needs (CCN) and providing them with authentic opportunities to communicate and participate. In this post, I provide some concrete examples about how we do this in our practice.
This past Thursday in the United States, we celebrated Thanksgiving, an American holiday rich in traditions. At the end of post #1, there were three pictures of Brandon and Galina interacting with one another and having fun while playing a ‘Thanksgiving Bingo” game.
Brandon and Galina are in their early 20s, and they each received their first high tech AAC systems less than 2 years ago. They are multi-modal communicators, and they are learning to use vocabulary in their AAC devices to communicate more effectively and more independently. While their individual language goals differ, they are not ‘practicing’ to communicate or engaging in rote drill and practice activities to ‘learn to use vocabulary in their AAC systems’. Rather, they are being supported to communicate more effectively and learning to do so while communicating and interacting with each other and engaged in meaningful activities that they enjoy.
For them, and for many of our clients, we used “Thanksgiving Bingo” and numerous other Thanksgiving-themed activities over the past several weeks to introduce and/or review Thanksgiving vocabulary. We inquired about individuals’ background knowledge of Thanksgiving and asked individuals and their families about their Thanksgiving traditions. This helped us target language goals, individualize intervention, and modify activities as we supported our clients to use both known vocabulary and novel vocabulary in their AAC systems to communicate for multiple purposes (i.e., various communication functions) as they actively participated in activities.
In the first photo below, my colleague, Erin, added light tech picture options of macaroni and cheese, pretzels, and apples for Olivia to choose from to put on her ‘Thanksgiving plate’. By including some of Olivia’s favorite foods, in addition to the Thanksgiving ‘traditional foods’ as choices when making her Thanksgiving plate, Olivia was more interested in the activity.
Olivia selected the foods she wanted to have on her ‘Thanksgiving plate'. By having these choices, Olivia was also provided with natural opportunities to navigate screens on her AAC system to access vocabulary. Throughout the activity, she used vocabulary in her AAC system, selecting foods she had put on her plate, to talk about them (i.e., labeling, commenting, participating).
Look at the photos and the video below. What language functions and language goals do you see being addressed?
","userID":14433,"timestamp":"2016-11-26T22:50:57.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1217,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":157,"collectionID":98,"postID":8547,"quote":"Thanksgiving fun"}]}},{"starID":5727,"postID":8572,"userID":2016,"timestamp":"2016-12-23T01:25:18.077","Post":{"postID":8572,"title":"Checking for Comprehension During Literacy Activities, by Casy Walker","body":"While there are challenges to identifying comprehension through assessment and in conversation, I will share a few strategies I use to check for comprehension when working with individuals with complex communication needs.
During most activities, asking a simple question that is inconsistent with the story or pictures allows for an early attention check. For example, if reading a page where two characters are dancing, I might ask, “Are they painting?” Many times, individuals will respond (i.e., look at me like I am crazy) because obviously, they are not painting they are dancing. Although this strategy does not assess what specifically they understand, it does help check if they are paying attention and also that they understood the question asked. It can also be a strategy to facilitate expressive language by having them correct you and share the correct verb or phrase.
Another classic strategy to check for comprehension is to provide choices using verbal expression or picture symbols. While reading a story, I would prepare many different story grammar symbols from the book including verbs, characters, settings, and emotions.Depending on the level of the communicator, using different types of symbols can also help identify where the breakdown in comprehension might be occurring.If you ask a “who” question and they provide you a picture symbol of a“place,\" then they might not yet comprehend the difference between “who”and “where” questions. My favorite way to use this strategy is with the GoTalkapp. Before reading a book, I take pictures within the book (and other books)and load them into a 4x4 matrix, one matrix for each question that I would like to ask. This app allows you to tailor the number of pictures to adapt it for each individual.
Since I am also a dancer, I love to incorporate movement and music into my activities. To check for comprehension of verbs, I will often act them out and have my students act them out with me when possible. If I see a challenging or new verb (e.g., tripped) when reading a story, I act it out and label the word with a picture symbol and spoken word.If students are able, I have them act it out also to demonstrate that they understood the meaning of the verb.
These are only three strategies tocheck and facilitate comprehension in individuals. Do you use similar strategies? What comprehension checks are your favorites?
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Language comprehension can be classified into linguistic comprehension, sometimes called pure comprehension, and language comprehension in context, sometimes called pragmatic or discourse comprehension (Miller & Paul, 1995). The former refers to comprehension demonstrated in response to a language stimulus alone, whereas the latter refers to comprehension demonstrated in response to both the language stimulus and other cues, usually social cognition-related ones. Both types of language comprehension are highly relevant the ability to function in everyday life, as situations vary in the amount of contextual support that is available to a person.
Because so much of the information we are exposed to is delivered through the medium of language, language comprehension is critical to a child’s ability to learn fromthe environment and experience a wide variety of desirable outcomes. Baseline receptive language has proven to be a strong predictor of speech and language outcomes in longitudinal studies of
several populations, including late talkers, preterm children, children with autism spectrum disorders, and pre-lingually deaf individuals who received cochlear implants (Lyytinen, 2005; Rousset, Dowell, & Leigh, 2016;Suh et al., 2017; Thal & Tobias, 1991). Other studies suggest that the influence ofreceptive language may extend beyond achievement in the domain of language,into psychological well-being and adaptive skills. Yew and O’Kearney (2013)reviewed the literature on emotional and behavioral outcomes among children with specific language impairment (SLI) and found that children with combined receptive-expressive impairments experienced higher levels of internalizing and externalizing psychological symptoms compared to children with only expressive impairments.
Comprehension
Development
Early language comprehension in infants is often conceptualized as arising from prerequisites that can be observed even prior to 8 months of age. These prerequisites include grossly intact hearing,as evidenced by motor responses to noise, and a tendency to pay attention to voices and faces. After 8 months of age,children may begin to show comprehension of afew words in the context of familiar routines. For example, an infant may respond the direction “splash,” only in the bathtub (Miller & Paul, 1995). Later, children are gradually more able to demonstrate understanding outside of routines, but comprehension remains limited to words that refer to objects and events in the immediate environment. Importantly, early language comprehension is strongly supported by aspects of social cognition, especially joint attention and imitation skills, as well as learning and memory for routines or typical object-action relationships. Thus, children sometimes appear to have linguistic comprehension when they are actually relying on comprehension in context, or non-linguistic comprehension strategies (ex. following their mother’s eye-gaze toward an object).
Following the gradual increase in comprehension in context, comprehension expands to include objects that are out of view as well as some two-word combinations(action-object, agent-action, possessor-possession). Next, children begin to demonstrate some understanding of three-word constructions(agent-action-object), but have difficulty using information from word order to correctly interpret unlikely sentences (ex. “baby feeds mommy”). They also begin to understand some questions(who, what, where, and whose), spatial concepts (in and under),and a few comparative concepts (ex. first and bigger). Following this, children’s syntactic comprehension expands to include use of word order cues. They also begin understanding “how” questions and their repertoires of spatial and comparative concepts expand.
Comprehension
in Children with Developmental Disabilities
Researchers have investigated language comprehension in a variety of specific conditions associated with developmental disabilities. Many of these studies have included comparisons of expressive and receptive language, as well as discussion about how deficits in other domains,especially oral motor and gesture, likely interfere with either the development
of language or the ability to demonstrate language skills. Literature on the language of children Down syndrome generally indicates relatively stronger receptive language compared to expressive language, which could attributable to limitations placed on expressive language by severe impairments in articulation or oral motor skills (Luyster, 2011). However, a few studies that examined receptive language in a more fine grained manner suggest that receptive syntax may also be an area of specific weakness, while receptive vocabulary is stronger (Abbedutoet al., 2003; Næss, Lyster, Hulme, & Melby-Lervåg, 2011).
Studies of preterm children suggest that language is generally delayed, though the gap between preterm and full term children in performance on language measures decreases over time from toddlerhood to the school years (Luu et al., 2009). Poorer language outcomes among preterm children are associated with the presence of periventricular leukomalacia (PVL)and/or intraventricular hemorrhage (IVH) (Luu et al., 2009). In terms of specific domains of language, a 2011 meta-analysis indicated relatively even delays across expressive and receptive language skills (Barre, Morgan, Doyle, & Anderson, 2011).
Literature on children with cerebral palsy suggests that their language skills are relatively stronger compared to visuo-spatial skills (Fennell & Dikel, 2001). However, many children with cerebral palsy nonetheless have language impairments secondary to either intellectual or oral motor impairments (Pirila et al., 2007; Sabbadini, Bonanni, Carlesimo,& Caltagirone, 2001). Researchers have suggested that receptive language may be a relative strength compared to expressive language for a subset of children with cerebral palsy, due to the fact that oral motor impairments, especially dysarthria and anarthria, may limit the development of expressive language (Geytenbeek, Heim, Vermeulen, & Oostrom, 2010).
Research on children with ASD also suggests relatively even delays in receptive and expressive language, which are widely understood to be the result of broad deficits in early social cognition that characterize ASD (Yoder, Watson, & Lambert, 2015). However, concerns have also been raised that standardized tests may underestimate the receptive language of children wit hASD due to difficulties in gesture prohibiting pointing. A recent study of language comprehension in children with ASD using eye-tracking indicated that this methodology may be able to detect lexical knowledge that would have been missed in if another response format was required (Venker, Haebig, Edwards, Saffran, & EllisWeismer, 2016).
Conclusions
Language comprehension is crucial to a child’s ability to learn from the environment, cope with emotions, and regulate behavior. Studies of typically developing children provide us with information regarding the progression of language comprehension skills over time and the order in which milestones are most usually achieved. Studies of children with developmental disabilities highlight the complex nature of language comprehension and the challenges of measuring language comprehension in children with unique profiles and complex communication needs.
References
Abbeduto,
L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D.,
Karadottir, S., & O’Brien, A. (2003). Receptive language skills of
adolescents and young adults with Down or fragile X syndrome. American
Journal on Mental Retardation, 108(3), 149–160.
https://doi.org/10.1352/0895-8017(2003)108<0149:RL...
Barre, N., Morgan, A., Doyle, L. W.,
& Anderson, P. J. (2011). Language Abilities in Children Who Were Very
Preterm and/or Very Low Birth Weight: A Meta-Analysis. The Journal of
Pediatrics, 158(5), 766–774.e1.
https://doi.org/10.1016/j.jpeds.2010.10.032
Fennell, E. B., & Dikel, T. N.
(2001). Cognitive and neuropsychological functioning in children with cerebral
palsy. Journal of Child Neurology, 16(1), 58–63.
Geytenbeek, J. J. M., Heim, M. M. J.,
Vermeulen, R. J., & Oostrom, K. J. (2010). Assessing Comprehension of
Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a
Newly Developed Computer-Based Instrument. Augmentative and Alternative
Communication, 26(2), 97–107.
https://doi.org/10.3109/07434618.2010.482445
Luu, T. M., Vohr, B. R., Schneider, K.
C., Katz, K. H., Tucker, R., Allan, W. C., & Ment, L. R. (2009).
Trajectories of receptive language development from 3 to 12 years of age for
very preterm children. Pediatrics, 124(1), 333–341.
https://doi.org/10.1542/peds.2008-2587
Luyster, R. J. S., AnneTalbott, Meagan
R.Hele.Tager-Flusberg. (2011). Identifying Early-Risk Markers and Developmental
Trajectories for Language Impairment in Neurodevelopmental Disorders. Developmental
Disabilities Research Reviews, 17(2), 151–159.
https://doi.org/10.1002/ddrr.1109
Lyytinen, P., KennethLyytinen, Heikki.
(2005). Language Development and Literacy Skills in Late-talking Toddlers with
and without Familial Risk for Dyslexia. Annals of Dyslexia, 55(2),
166–192.
Miller, J. F., & Paul, R. (1995). The
Clinical Assessment of Language Comprehension. Baltimore: Paul H Brookes
Pub Co.
Næss, K.-A. B., Lyster, S.-A. H., Hulme,
C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills
in children with Down syndrome: A meta-analytic review. Research in
Developmental Disabilities, 32(6), 2225–2234.
https://doi.org/10.1016/j.ridd.2011.05.014
Pirila, S., van der Meere, J.,
Pentikainen, T., Ruusu-Niemi, P., Korpela, R., Kilpinen, J., & Nieminen, P.
(2007). Language and motor speech skills in children with cerebral palsy. Journal
of Communication Disorders, 40(2), 116–128.
https://doi.org/10.1016/j.jcomdis.2006.06.002
Rousset, A., Dowell, R., & Leigh, J.
(2016). Receptive language as a predictor of cochlear implant outcome for
prelingually deaf adults. International Journal of Audiology, 55(Suppl
2), S24–S30. https://doi.org/10.3109/14992027.2016.1157269
Sabbadini, M., Bonanni, R., Carlesimo,
G. A., & Caltagirone, C. (2001). Neuropsychological assessment of patients
with severe neuromotor and verbal disabilities. Journal of Intellectual
Disability Research: JIDR, 45(Pt 2), 169–179.
Suh, J., Eigsti, I.-M., Canfield, A.,
Irvine, C., Kelley, E., Naigles, L. R., & Fein, D. (2017). Language
representation and language use in children with optimal outcomes from ASD. In
L. R. Naigles & L. R. Naigles (Ed) (Eds.), Innovative investigations of
language in autism spectrum disorder. (pp. 225–243). Washington, DC, US;
Berlin, Germany: American Psychological Association.
Thal, D., & Tobias, S. (1991).
Language and gesture in late talkers: A 1-year follow up. Journal of Speech
& Hearing Research, 34(3), 604.
Venker, C., Haebig, E., Edwards, J.,
Saffran, J., & Ellis Weismer, S. (2016). Brief Report: Early Lexical
Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and
Parent Report (No. 15733432) (pp. 2260–2266).
Yew, S. G. K., & O’Kearney, R.
(2013). Emotional and behavioural outcomes later in childhood and adolescence
for children with specific language impairments: meta-analyses of controlled
prospective studies. Journal Of Child Psychology And Psychiatry, And Allied
Disciplines, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Yoder, P., Watson, L. R., & Lambert,
W. (2015). Value-Added Predictors of Expressive and Receptive Language Growth
in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal
of Autism and Developmental Disorders, 45(5), 1254–1270.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
Certainly, increasing peer interactions among children who use AAC is an important step in improving children’s social competence. Yet, being able to promote meaningful, quality friendships is a broader, long-term issue. The probability of a child adapting to AAC as a means of communication is contingent on how well their surroundings respond to their communication via AAC. Timely and appropriate responses to the child’s communication are some of the factors that influence the child’s likelihood to use AAC. Given that the child who uses AAC spends the majority of her time with her parents and her classmates, how should interventionists decide what vocabulary should be made available on the Speech Generating Device with the consideration of the child’s communication, physical, nourishment, and communication needs without friendships losing its importance? How might current intervention programs promote the development of friendships?
Within this post, we have shared some of our thoughts on this topic below, and hope to get your feedback on this as well.
Although intervention research in this area is limited, the available evidence suggests that interventions to promote friendships may be most successful if they focus on three key areas: the child using AAC, peers, and environmental/external factors. Understanding how individual characteristics influence the peer interactions of children who use AAC can play a critical role in informing interventions. For example, interventions that target linguistic abilities may provide children with the skills necessary to establish and maintain a friendship.
Interventions must also encompass peers of children who use AAC. Current research suggests that helping children develop healthy attitudes toward their peers who use AAC and supporting their partner communication skills may also be viable intervention strategies. Evidence suggests that even limited peer training that focuses on simple partner communication can be beneficial. Potentially, increasing disability and AAC awareness in schools may help to improve children’s attitudes toward their peers who use AAC.
It is evident from the literature that inclusion in settings with peers without disabilities is not enough to promote friendship. Small interactive group activities with less adult support over time may encourage independence of the child using AAC and boost peer interaction. External factors related to the SGD also warrant consideration. This includes the time-consuming construction of messages, and issues with volume and voice of speech output that can cause frustration and hinder communicative exchanges. Future AAC technologies that facilitate more naturalistic conversation are needed. Also, development of social competence could be promoted by providing children who use AAC access to vocabulary that is present within their naturalistic play and learning environments which might support the children’s interaction with their peers.
It is our suggestion that by using a three-pronged approach to intervention, successful development of friendships among children who use AAC and their peers will be more likely. Overall, friendship must be considered as a life-span goal that is important to the child’s long-term well-being.
Marika King, Nicole Lim, Nonye A.O. Nwosu
","userID":20555,"timestamp":"2016-12-10T21:08:33.637","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":799,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":162,"collectionID":101,"postID":8568,"quote":"Intervention Considerations"}]}},{"starID":5732,"postID":8575,"userID":2016,"timestamp":"2016-12-26T19:42:38.007","Post":{"postID":8575,"title":"Comprehension in AAC Users, by Phebe Albert","body":"What is AAC?
Augmentative and Alternative Communication (AAC) is a communication intervention strategy that provides an alternate means of producing and using language through augmented symbolic communication tools. These tools include the use of signs and gestures and/or speech-generating devices (SGD’s) to facilitate functional symbolic communication skills (Romski et al., 2010). Functional communication skills are “forms of behavior that express needs, wants, feelings, and preferences that others can understand…. without resorting to challenging behavior” (ASHA, 2008), and symbolic communication refers to the use of symbols (hand gestures,pictures, etc.) to represent concepts. AAC supports the acquisition offunctional symbolic communication by (1) providing individuals with an alternative source of symbolic language, e.g. an SGD with pictures of words and actions (Fristoe et al., 1979), and (2) by contributing to a stronger prelinguistic foundation from which children can develop language comprehension and production abilities (Romski et al., 2005).
The American Speech-Language-Hearing Association (2004) has underscored the necessity of continued research efforts to elucidate the mechanisms and effectiveness of AAC systems. Current research in this area is promising, and suggests positive effects of AAC-based interventions for children with communication deficits (Barker et al., 2013; Binger et al., 2007; Sevcik et al., 2004).
Who uses AAC?
Attaining functional communication skills is a primary goal for individuals with developmental disabilities. Therefore, the use of AAC systems for children and adults with communication deficits, including individuals with autism spectrum disorder and intellectual disability, is growing. Research suggests that children who demonstrate spoken language delays early in life are at an increased risk of experiencing challenges throughout development, and that limited spoken language capabilities severely inhibit children’s ability to interact with the world around them (Dale et al., 2003; Romski et al., 2002). AAC can facilitate speech, and support gains in communication for individuals with speech and language impairments (ASHA, 2004; Hustad etal., 2003; Romski et al., 2005)
What role does comprehension play in AAC users?
Although AAC’s prominent role has traditionally been viewed as providing a source ofexpressive language communication, or output for individuals with communication impairments, language comprehension is also an important consideration for AAC users. Drs. MaryAnn Romski and Rose Sevcik provided an overview of the role of language comprehension in AAC use and acquisition in a forum paper published in 1993. I have outlined some of the key points from this paper below.
1. Comprehension in AAC users involves, (1) comprehension of a communication partner’s spoken language, and/or (2) comprehension of AAC symbols.
2. Children and adults who use AAC demonstrate a range of pre-existing comprehension abilities, from abilities equivalent to their chronological ages, to little or no understanding of spoken language. For the latter group, AAC may serve as a language development tool with both output (expressive) and input (receptive) functions.
3. Individuals’comprehension, or receptive skills can play a role in their AAC acquisition and achievement.
4. For individuals who do not comprehend spoken language, AAC symbol comprehension can be taught using AAC input and speech technology. AAC input involves messages from a communicative partner that are communicated using spoken words and corresponding supplemental AAC symbols. Speech technology is when an AAC system produces digital or synthetic speech output that corresponds to the symbols being used on an AAC device.
5. AAC interventions should consist of a combination of speech and language input and output experiences.
6. Further research in the area of language comprehension and AAC acquisition is strongly needed!
References
Barker, R. M., Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013).
Support for AAC Use in Preschool, and Growth in Language Skills, for Young
Children with Developmental Disabilities. AAC: Augmentative &
Alternative Communication, 29(4), 334–346.
http://doi.org/10.3109/07434618.2013.848933
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on
the expression of multi-symbol messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43.
Buschmann, A., Multhauf, B., Hasselhorn, M., & Pietz, J. (2015).
Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes
and Working Memory for Late-Talking Toddlers. Journal of Early Intervention,
37(3), 175–189. http://doi.org/10.1177/1053815115609384
Ciccone, N., Hennessey, N., & Stokes, S. F. (n.d.). Community-based
early intervention for language delay: a preliminary investigation. International
Journal of Language & Communication Disorders / Royal College of Speech
& Language Therapists, 47(4), 467–70.
http://doi.org/10.1111/j.1460-6984.2012.00149.x
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003).
Outcomes of early language delay I: Predicting persistent and transient delay
at 3 and 4 years. Journal of Speech, Language and Hearing Research, 46(June
2003), 544–560.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. Handbook
of Mental Deficiency: Psychological Theory and Research, 2, 401–430.
Hustad, K. C., Shapley, K. L., Light, J., Beukelman, D., & Reichle, J.
(2003). AAC and natural speech in individuals with developmental disabilities. Communicative
Competence for Individuals Who Use AAC, 41–62.
Roles and Responsibilities of Speech-Language Pathologists in Early
Intervention: Technical Report. (2008). Retrieved
from http://www.asha.org/docs/html/TR2008-00290.html
Roles and Responsibilities of Speech-Language Pathologists With Respect to
Augmentative and Alternative Communication: Technical Report. (2004). Retrieved from
http://www.asha.org/docs/html/TR2004-00262.html
Romski, M. A., & Sevcik, R. (1993). Language
comprehension: Considerations for augmentative and alternative communication. Augmentative
and Alternative Communication, 9(4), 281–285.
Romski, M. A., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A
continuum of AAC language intervention strategies for beginning communicators. Exemplary
Practices for Beginning Communicators: Implications for AAC, 1–23.
Romski, M., & RA, S. (2005). Augmentative communication and early
intervention: myths and realities. Infants & Young Children: An
Interdisciplinary Journal of Early Childhood Intervention, 18(3),
174–185 12p. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebs...
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A.,
Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and
nonaugmented language interventions for toddlers with developmental delays and
their parents. Journal of Speech, Language, and Hearing Research, 53(2),
350–364.
Sevcik, R. A., Romski, M. A., & Adamson, L. B. (2004). Augmentative
communication and preschool children: Case example and research directions. Disability
and Rehabilitation, 26, 1323–1329.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]}},{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95","Post":{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]}},{"starID":5738,"postID":8588,"userID":2016,"timestamp":"2017-01-09T02:56:01.327","Post":{"postID":8588,"title":"Using the Matrix","body":"I have found the matrix helpful in developing new IEP goals. It has helped point me in the direction of my student's next \"steps\" in regards to language development and use.
","userID":14147,"timestamp":"2017-01-06T20:12:08.327","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5739,"postID":8589,"userID":2016,"timestamp":"2017-01-09T02:57:11.39","Post":{"postID":8589,"title":"How do Bilingual Children with Language and Cognitive Impairments Compare with Monolingual Children? ","body":"Bilingual language development is a common experience across the globe with an estimated 50% of the world’s children growing up exposed to more than one language (Crystal, 2003). Thus, it seems logical that our discussion of supporting children with complex communication needs includes children who grow up in bilingual and multilingual environments. Evidence from the literature related to bilingual language development in typically developing children points to no substantial negative effects of bilingual language development and possible cognitive advantages (Bialystok et al., 2009).
However, this raises the question, whether the same is true for children with linguistic and cognitive impairments. After all, if children with language impairments struggle with learning one language, wouldn’t learning two languages be even more challenging and possibly confusing? In recent years, researchers in speech-language pathology and related disciplines have begun to address this question. The majority of research on bilingual children with developmental disabilities has focused on children with specific language impairment (SLI) which by definition, excludes children with intellectual disability (e.g., Leonard, 2014). However, several studies have included children with autism spectrum disorders (ASD) and Down syndrome (DS).
Children with SLI who are raised in a bilingual environment, demonstrate difficulties in learning both languages but numerous studies indicate that these linguistic difficulties are similar to monolingual peers with language impairments (e.g., Gutiérrez-Clellen et al., 2008; Paradis, Crago, & Genesee, 2006; Paradis, Crago, Genesee, & Rice, 2003). Studies of bilingual children with ASD reveal similar findings to those of bilinguals with SLI. Several studies found that bilingual and monolingual children with ASD demonstrated similar language skills. (Hambly & Fombonne 2012; Ohashi et al., 2012; Petersen, Marinova-Todd, & Mirenda, 2012; Valicenti-McDermott et al., 2012).
Less is known about the bilingual language abilities of children with cognitive impairments, and many practitioners and parents are concerned about the ability of children with low cognitive abilities to learn to speak two languages. These concerns are understandable, given that children with cognitive disorders typically have difficulty learning language. However, emerging evidence indicates that bilingually-exposed children with DS demonstrate similar patterns of bilingual language use when compared with monolingual children with DS (Feltman & Kay-Raining Bird, 2008; Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005).
Research to date provides a clear narrative that overall bilingual children with linguistic and cognitive impairments are not significantly more impaired than monolingual peers with language impairment. However, bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes. Current understanding of bilingual language development in children with linguistic impairments is still in its infancy, and more research is critically needed. Because adverse effects on the family, community, and cultural interactions have been documented in families when parents abandon speaking their native language to their children with disabilities, it is important that speech-language pathologists provide accurate advice to parents and other professionals such as doctors and educators.
Marika King, MS CCC-SLP
Georgia State University
References
Bialystok, E., Craik, F., Green, D., & Gollan, T. (2009). Bilingual Minds. Pyschological Science in the Public Interest, 10(3), 89–129. http://doi.org/10.1177/1529100610387084
Conboy, B. T., & Thal, D. J. (2006). “Ties between the lexicon and grammer: Cross-sectional and longitudinal studies of bilingual toddlers.” Child Development, 77(3), 712–735.
Crystal, D. (1997). English as a Global Language. UK: Cambridge University Press.
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics, 29(1), 3–19. http://doi.org/10.1017/S0142716408080016
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. http://doi.org/10.1007/s10803-011-1365-z
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. http://doi.org/10.1017/S0305000910000759
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. http://doi.org/10.1016/j.jcomdis.2016.07.005
Leonard, L. B. (2014). Specific language impairment across languages. Child Development Perspectives, 8(1), 1–5. http://doi.org/10.1111/cdep.12053
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Thompson, A. (2012). Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897. http://doi.org/10.1016/j.rasd.2011.12.002
Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24(2), 407–425. http://doi.org/10.1017/S0305000997003097
Paradis, J., Crago, M., & Genesee, F. (2006). Domain-General Versus Domain-Specific Accounts of specific language impairment: Evidence from bilingual children’s acquisition of object pronouns. Language Acquisition, 13(1), 33–62. http://doi.org/10.1207/s15327817la1301_3
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI : How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research, 46(February), 113–128.
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexcial development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.
Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499–1503. http://doi.org/10.1007/s10803-011-1366-y
Petitto, L., Katerelos, M., Levy, B. G., Gauna, K., Karine, T., Tétreault, K., & Ferraro, V. (2001). of Child Language : Bilingual signed and spoken language acquisition from birth : implications for the mechanisms underlying early bilingual language acquisition Bilingual signed and spoken language acquisition underlying early bilingual language acquisit, 453–496. http://doi.org/10.1017/S0305000901004718
The Early Communication Indicator (ECI) measures infant-toddler expressive communication. It's designed to help early childhood educators and interventionists identify young children at risk for a language delay, and to monitor how the child is responding to intervention. Some of it's features include:
The ECI is one of a larger suite of infant-toddler IGDIs (Individual Growth and Development Indicators) that also includes measures for movement, cognitive problem solving, and social skills. IGDIs provide early childhood service providers (e.g., home visitors, early interventionists and child care personnel working in Part C or other early intervention programs) with the tools to identify children who need greater intensity of services, monitor individual children’s progress toward meaningful outcomes, and use data to drive intervention and program decision making and accountability.
How to Administer the ECI
ECI administration involves a child (6-42 months of age) and familiar adult playing with a Fisher Price Barn or House for six minutes. Interference from other children, media (TV, radio, phones, etc.) should be avoided, stopping the assessment temporarily to remove distractions if necessary. A full list of administration instructions are available here, but here are some key guidelines that the adult play partner should follow during the play session:
In order to adequately monitor a child's growth and identify delays early, we recommend administering the ECI quarterly for children at or above benchmark, and more frequently (e.g., monthly or bi-monthly) for children receiving some form of intervention targeting expressive communication. Rather than giving you a snapshot in time of a child's performance, taking more frequent measures allows you to see how a child's language is growing over time, how this growth compares to expected growth, and/or how it compares to the child's own growth before she began intervention.
Scoring the ECI
During the six minute play session, a certified ECI coder (see ECI Training below) marks on a standard score sheet each time the child uses any of the four ECI key skill elements: Gestures, Vocalizations, Single Words, or Multiple Words. Coding can be done live during the assessment or from a videotaped administration. After coding the session, the assessor enters their counts into a web-based system that plots the child's scores on a graph to see the child's individual growth over time and how it compares to age-based benchmarks. These graphs show benchmark growth trajectories for the ECI Total score and each of the key skill elements. It is important to note that these benchmarks are expressed as a 'rate per minute' (e.g., the multiple word benchmark at 30 months of age is about 2.5 multiple words per minute). Go to our website for more details about scoring the ECI.
Using the ECI to Monitor Progress and Guide Intervention Decisions
Although the ECI can be used as an outcome measure for research studies and for program-wide evaluation, its primary purpose is to monitor individual child progress and to inform intervention decisions. In fact, the web-based data system has additional tools that can help guide data-based decision making, which we describe in the next post in this collection. However, even without additional support, the ECI graphs alone can be a useful tool for ongoing monitoring of a child's growth in expressive communication. These progress monitoring graphs show an example of a child who scored in the area of concern (at least 1 standard deviation below benchmark) at about 15 months of age. Approaches to addressing the concern were documented and reflected on the graphs, providing a clear indication of how the child responded to each approach. A child's performance on the key skill elements are particularly helpful in informing what intervention is needed or how an existing intervention should be adjusted.
ECI Training
Training for the ECI involves certification to score assessments and familiarity with the guidelines for adult play partners to follow during the assessment. Recommended training for program staff usually involves a 1-day onsite training. Administrative staff are also encouraged to attend the training even if they are not going to administer the ECI for their program. The morning portion of the training is devoted to describing data-based decision making practices, a comprehensive description of the ECI, practice scoring, and a description of the online data system and data management. The afternoon portion of the training is devoted to individual scoring certification by each trainee. During certification, each staff person being certified watches and scores two videos. They enter their scores into the online data system, which compares their scores to a master scoring. Once accuracy of 85% or higher has been achieved on both videos, that staff member is certified to score. Trainers provide one-on-one feedback for individuals who do not achieve 85%, and trainees try the video again until they achieve 85%. For administration certification, after the onsite training, one staff member videotapes themselves administering the ECI and sends to IGDI staff to check administration fidelity against that IGDI’s fidelity checklist. Our website provides more information about training.
Additional Resources
Psychometric properties of the ECI (validity, reliability, scalability):
Greenwood, C., Buzhardt, J., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Program-level Influences on the Measurement of Early Communication of Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33, 110-134.
Greenwood , C. R., Carta, J. J., Walker , D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178 -196.
Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334.
Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540-554.
Greenwood, C. R., Walker, D., Buzhardt, J., McCune, L., & Howard, W. J. (2013). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743-758.
","userID":27637,"timestamp":"2017-03-07T23:47:18.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2082,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":208,"collectionID":109,"postID":8711,"quote":"Monitor infant-toddler communication growth with a play-based assessment!"}]}},{"starID":5803,"postID":8699,"userID":2016,"timestamp":"2017-03-10T21:25:37.433","Post":{"postID":8699,"title":"Communication in place of behaviors","body":"I have student who only uses single words to label, share information and greet. The student struggles to request things if not given visual choices let alone combine 2-3 words to make the request more clear to the communication partner. We have tried to target this goal during highly motivating times; however, have still not seen much progress. Any other ways to target this?
","userID":14990,"timestamp":"2017-03-06T14:59:25.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5810,"postID":8692,"userID":2016,"timestamp":"2017-03-15T15:35:47.72","Post":{"postID":8692,"title":"MyLife: IEP Self-Direction and Digital Storytelling","body":"When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood.
Our original design concept was to build on the existing work with ePortfolios that Tobias Rickard and Josh Barbour had already done using Wordpress with students in a local secondary transition program, but to emphasize accessibility for students with cognitive disabilities and as well as ease-of-use for teachers and parents. However, through additional collaborative development with teachers and students, My Life evolved into an application that was specifically focused on IEP self-direction.
The current version of MyLife that will soon be available for beta testing* helps students document key aspects of their IEP, track their progress on IEP goals (with integration of data from Goal Guide if they wish), and share that information with team members including teachers, parents, peers, job developers, vocational rehabilitation counselors, and others.
A range of digital media can be used to communicate individual strengths, interests, needs, and preferences (videos, files, and images, for instance). The application then enables digital storytelling by combining and presenting the information using meeting tools such as an agenda, one page profile, and slide show— all of which allows students to play a significant and engaging role in running their IEP meetings.
To date, we've had nine students who have successfully used MyLife to lead their IEP meetings and we expect to have many others by the end of the current school year. The students have told us they feel more engaged and proud of the ownership they have in not only their IEP progress, but the many goals and achievements they have tracked in MyLife.
From an educator’s perspective, MyLife serves as a platform for tracking and updating a student’s IEP – a process that can be cumbersome and time consuming, especially for individuals managing large case loads.
Here is a link to a blog post about how MyLife as a digital storytelling application ties in to the larger idea of self-determination. http://blog.cognitopia.com/mylife-digital-storytel...
If you happen to be attending the upcoming CEC National Convention in Boston, http://www.cecconvention.org) we'll be presenting our work on MyLife there on April 20, 2017. https://ww3.aievolution.com/cec1701/index.cfm?do=e...
_________________________________________________________
* Unlike Goal Guide, MyLife is not currently available on our public beta testing web site. However, we're looking for school districts interested in collaborating with us on private beta testing of the newest version of MyLife. Anyone who's interested can contact me at tkeating@cognitopia.com.
Note: Development of MyLife and Goal Guide has been supported in part by the U.S. Department of Health and Human Services, Administration on Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research Award Numbers 90BI0008 and 90IF0080. However, the content and views expressed herein are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency.
","userID":27462,"timestamp":"2017-03-02T18:31:35.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1449,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":205,"collectionID":108,"postID":8692,"quote":""}]}},{"starID":5826,"postID":9762,"userID":2016,"timestamp":"2017-05-04T12:12:19.21","Post":{"postID":9762,"title":"Reluctant User","body":"I have a student who will use her device at school with prompting, but not at home. She tries to throw it away at home. They would like her to use it there. Does anyone have any suggestions?
","userID":18914,"timestamp":"2017-05-02T18:52:33.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":895,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":402,"collectionID":154,"postID":9762,"quote":"This post includes a thread related to how to encourage a \"reluctant user\" to use her communication device. The comments section includes some excellent suggestions for others facing similar challenges. "}]}},{"starID":5827,"postID":9761,"userID":2016,"timestamp":"2017-05-04T15:58:48.967","Post":{"postID":9761,"title":"Unite for Literacy","body":"There is a free website with a wide variety of books called Unite for Literacy. Books are posted with photographic images and bold print. All books are non-fiction. The print is in English and in Spanish, although I haven't found a book with both together. Books are narrated in English and Spanish, with options for sorting in other languages, but I haven't seen other books in those languages as yet. Books can be sorted in 10 categories such as Animals, Home, Earth & Sky, Technology, Community, etc.
Pages are turned with a click, so switch users will need a modification through switch interface or the screen turned into a switch through built-in options if you are on a tablet or iPad.
One of the nice things about using photographic images, is that photos allow books to be age appropriate across a wide variety of ages. So for students of any age who are just encountering text, for whatever reason, and they are at the beginning levels of reading that text in English or in Spanish, they should not be embarrassed to be seen looking at some of these books.
Website is http://www.uniteforliteracy.com/
Unite for Literacy is a not-for-profit organization with a wonderful message of literacy for all. They partner with various Zoos, Aquariums and Museums around the US and World to produce these colorful books. As an organization, here's the copy of their message from their website:
\"We picture a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. As a for-profit social enterprise, we partner with businesses to change the literacy landscape of their communities by introducing families to our free digital library.
Unite for Literacy has originated a unique way of assessing and talking about book scarcity. We analyzed statistical variables including income, ethnicity, geography and languages as they relate to the number of books in homes. The resulting interactive Book Desert Map presents our conceptual findings in visual form from the state down to local scale. Our intention is for this map to illuminate the problem of book scarcity and initiate conversations across the public, private and civic sectors about the geography of books and reading, in order to focus community efforts to create book abundance.\"
I have a student who receives ABA therapy outside of school. They appear to be using his device in therapy, but purely for assessment/testing purposes. He is reluctant to use his device for purposes other than those targeted in ABA. Does anyone have suggestions (other than information about aided language stimulation/modeling) for changing this behavior?
","userID":15266,"timestamp":"2017-04-19T12:42:01.303","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":636,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5834,"postID":9769,"userID":2016,"timestamp":"2017-05-11T00:33:14.013","Post":{"postID":9769,"title":"Cultural Humility","body":"When providing AAC services, working within a team environment is viewed as best practice. To effectively work within a team and provide culturally competent services, it is important that clinicians are cognizant of the unique cultural variables (e.g., ethnicity, linguistic background, socioeconomic status) that professionals, clients, and families bring to interactions (ASHA, n.d.). Yet it is not enough to just \"know\" about these variables, clinicians must also learn how to appropriately respond to these variables. At times, this can be a challenging task as the development of cultural competence can be a dynamic and complex process (ASHA, n.d.). However, it is essential that clinicians continually work towards growth in this area especially when delivering services in low- and middle-income nations where professionals, families, and clients may have vastly different backgrounds.
Cultural Humility
Use of a cultural humility approach to AAC service delivery can be instrumental to developing cultural competence in any setting. When professionals from high-resource nations (e.g., United States) provide services within low- and middle-income nations (e.g., Haiti), it can be incredibly useful as clinicians intentionally acknowledge and appreciate difference among stakeholders and use this knowledge to work towards a common goal (Ortega & Faller, 2011).
Cultural humility is comprised of three major elements: (1) self-awareness, (2) openness, and (3) transcendence (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). These concepts are relatively basic in nature; however, time and effort must be taken to implement on an ongoing basis. Below is a brief explanation of these elements.
1. Self-Awareness: Self-awareness can also be conceptualized as self-critique. When a professional engages in self-awareness, he or she considers how one's own experiences, beliefs, values, and biases shape the lens he or she uses to view the world (Ortega & Faller, 2011). It is important to know one's own strengths, limitations, and beliefs to effectively interact with clients, families, and teammates (Morris, Brotheridge, & Urbankski, 2005; Ortega & Faller, 2011). Self-awareness should be an ongoing and critical process as each person's experiences, beliefs, and values change over time.
2. Openness: When professionals acknowledge their own limitations, a willingness and openness to learn from others and explore new ideas can emerge (Foronda, Baptiste, Reinholdt, & Ousman, 2016; Morris et al., 2005). A demonstration of openness can be as simple as listening to and acknowledging the unique cultural experiences and perceptions from clients, families, and collaborating professionals. Openness should also be an ongoing process as there is always an opportunity to learn about and from the world, clients, and teammates.
3. Transcendence: Transcendence is simply the “acceptance of something greater than the self” (Morris et al., 2005, p. 1331). This can result in the understanding that each individual (e.g., speech-language pathologist; SLP) plays a unique and meaningful role within a broader context (e.g., team interaction to meet a client's personal goals). This acknowledgement leads to a deep appreciation for the roles that teammates, families, and clients play in the therapy process and recognizes that each individual has positive worth within the therapy process (Morris et al., 2005). Transcendence promotes that professionals serve as ongoing, active learners of the families and individuals he or she serves (Ortega & Faller, 2011).
In sum, through use of cultural humility, an SLP can (1) acknowledge the influence of personal values, beliefs, and experiences on interactions with team members and clients, (2) be open to learning about the unique cultural experiences of all stakeholders during the AAC service delivery process, and (3) recognize the common purpose of interactions within AAC service delivery (e.g., optimizing a child's communication skills in the community) and work towards this goal by bringing together the unique perspectives of all stakeholders (Ortega & Faller ,2011).
AAC Practice Considerations for Service Delivery in Low-Resources Areas
In the next few posts, I will explore six specific strategies for delivering AAC services in low-resource areas and provide some examples from my personal experiences working on an interdisciplinary team during service trips to Haiti.
References
American Speech-Language-Hearing Association. (n.d). Cultural Competence. (Practice Portal). Retrieved January 8, 2017, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence.
Foronda, C., Baptiste, D., Reinholdt, M.M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27, 210-217.
Morris, J.A., Brotheridge, C.M., & Urbanski, J.C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58, 1323-1350.
Ortega, R.M., & Faller, K.C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A paradigm shift. Child Welfare, 90, 27-49.
","userID":25396,"timestamp":"2017-05-09T20:45:32.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5481,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":223,"collectionID":112,"postID":9769,"quote":"Use of a cultural humility approach can be essential to fostering collaborative, sensitive, and meaningful AAC services in low-resource areas. This post provides a brief discussion about the basics of cultural humility."}]}},{"starID":5840,"postID":9807,"userID":2016,"timestamp":"2017-06-01T22:12:52.157","Post":{"postID":9807,"title":"Setting the Scene: Facilitating Language Development with a Student who has CHARGE Syndrome","body":"This week I will be sharing with you the top four gems I found while facilitating and developing language with my student who has CHARGE Syndrome. I have permission from his parents to talk about the strategies we have discovered. I want to provide some background knowledge on both of us for you before I get into the strategies. His name has been changed to \"Marcos\" for his privacy.
When We Met
Marcos and I began working together 3 years ago. His “hearing age” is just a tad bit older than that now because the interpreter before me noticed that he did not seem to respond to sound at all. His parents listened to her observation and brought Marcos back to the audiologist. They found that cochlear implant surgery had failed. It was staggering news. So they re-embarked on the cochlear implant journey and tried the surgery again. June of 2014, the new implant was programmed and turned on. In July, Marcos went back to pre-k with a new interpreter. Me. I began running around like a maniac, trying to save the processing device from being put away in the play kitchen cupboards, or lost in the sand box, and even snatched up by another student who liked to flush everything down the toilet! Oh my! As you likely know, they are magnetic and so are door jams, buses, and table legs! Oh, how much he has grown since then! By mid-year he was on the speech banana. He could recognize sounds! The implant worked this time. This was a huge breakthrough and a huge relief to his family after going through surgery twice, I cannot imagine how many fingers and toes they had crossed for this. Even though he was able to hear all 6 Ling sounds, Marcos seemed to prefer silence.
\nRealizing My Role
As a sign language interpreter, I was trained to support anyone with hearing loss, who used sign language, through interpreting services. But I will be honest with you, the focus during my training was typically toward the Deaf Community and people who adhered to Deaf Culture, not 3 year-olds with CHARGE Syndrome and a shiny new $10,000 processing device, who cannot yet tell you their preferences. I realized my role would be a bit different than what I had specifically prepared for as “interpreter”. This student was going to need so much support to orient to the world around him before I could be of any use interpreting formal language for him. It was my job to try and make the world make sense. I would need to figure out his preferences.
\nMy role took on a whole new meaning when I began to realize that I must also orient Marcos to sounds happening around us and what they meant and teach him to listen. When working with someone with deafblindness, I was trained to also incorporate what is going on visually. With this student I began to feel my role of interpreter blend into a role I had previously trained for, Support Service Provider. So that is how I began to function. I did not realize that there was actually a job for this until much later called “intervener”.
\nBackground on Marcos Levels on the Matrix:
Our first year together Marcos typically used some but not all areas of Level 1, 2, and 3 and began to emerge into Level 4 on the Communication Matrix to communicate.
\nOur second year together Marcos typically used mostly Level 2, 3, and some of 4.
\nThis current school year Marcos spans a wide range of levels from 3 to 4, some 5, 6, and 7.
Over the next four days I will share some of the observations I made as Marcos’ interpreter and some of the ways we were able to mediate some of the challenges to increase his ability to understand and express language. I am looking forward to this!
\nI also want to extend a huge thanks to Marcos and his family. Thank you for your permission to share my experiences with your son.
\nThis week's topics will include posts on the gems we discovered:
\nHearing - “But he won’t keep it on!” - How we got \"that thing” to stay on his head
\nGoing Beyond Labeling - Auditory Verbal Therapy and modeling comments
\nAssigning Meaning to Expressive Attempts - Just do it.
\nPromoting Literacy - The sounds have signs. Both have a written form!
*Check back soon because I will be adding a YouTube video for signed version of this post.
","userID":13582,"timestamp":"2017-05-29T15:27:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1201,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":233,"collectionID":116,"postID":9807,"quote":"This post gives some background information on my student Marcos and I so that my next few posts will make more sense. 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Shared by his mother, one of our module creators, from PA. She is using this love to create joint attention... sharing the lilacs together.","userID":2016,"timestamp":"2014-06-24T16:21:18.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2,"justification":null,"show":true,"views":643,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1024,"postID":1336,"userID":9043,"timestamp":"2014-06-24T17:58:43.497"},{"starID":1026,"postID":1336,"userID":1012,"timestamp":"2014-06-25T13:27:46.463"},{"starID":1027,"postID":1336,"userID":1015,"timestamp":"2014-06-25T16:22:22.16"},{"starID":6203,"postID":1336,"userID":370606,"timestamp":"2026-01-26T04:46:48.757"}],"PostCollectionItems":[]},{"postID":1356,"title":"Deafblind Young Adults Support UN Convention","body":"Please see a link to this video which has an audio described and text transcript. It was created by a group of young adults who are deafblind who have formed their own 501.c.3. The editing for the video, the images in the video, and even the music were all written by young adults who are deafblind. Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1030,"postID":1356,"userID":1012,"timestamp":"2014-06-30T10:43:02.717"},{"starID":1031,"postID":1356,"userID":1015,"timestamp":"2014-06-30T10:47:06.123"},{"starID":1033,"postID":1356,"userID":2016,"timestamp":"2014-07-02T10:16:34.387"},{"starID":1040,"postID":1356,"userID":2020,"timestamp":"2014-08-07T10:51:43.57"}],"PostCollectionItems":[]},{"postID":1372,"title":"The Matrix and Parents of Children with Autism in Kyrgyzstan","body":"I recently had a beautiful opportunity to speak to some parents of children with autism in Kyrgyzstan via skype. I was invited by a former doctoral student of mine, Rebecca Sheffield, who is passionate about the rights of persons with disabilities around the world. Rebecca has been doing advocacy work around the UNCRPD and became connected with this family group through those efforts.\r\n\r\nAs the mother of a son on the autism spectrum, I was invited to share some of my own journey as well as professional insights on communication rights and access. This was both a challenge and a pleasure. \r\n\r\nIn the absence of having formal services or access to special education, these families have used their own resources- both intellectual and financial to form a school for their children. Through a network and through the internet, they are inviting people around the world to be a part of their professional development efforts. It is truly an inspiring group.\r\n\r\nBefore the meeting, I spoke with Charity about getting access to the Communication Matrix in Russian. She quickly gave me the materials and we were able to share these with all of the families who reviewed them before the session.\r\n\r\nAs I talked about a personal journey with communication and my deep respect for Charity's work and the design of the Matrix, I felt a profound connection with the families.\r\n\r\nWe talked across at least 7 time zones. They sat in a plain room with a laptop projecting slides about the Matrix, and Rebecca's and my skype images on a wall. Through the camera, I saw these mothers, and one man, a volunteer, sitting in plastic chairs and looking at the camera and the screen. Their translator, Jibeka, performed the slow and herculean task of sharing our messages from English to Kyrgyz (Kyrgyztan is bilingual with the official languages being Kyrgyz and Russian). \r\n\r\nThey asked questions about their daughters and sons. We talked for over 2 hours. When I mentioned that Charity herself was interested in talking with them, there was a hushed silence and then Jibeka and the others on screen smiled broadly and looked at each other. They would be most honored to have her as a guest speaker at a future session.\r\n\r\nAs they prepare to have a visit from the UN, it was wonderful to ponder that some of the work that they would be showing as a part of their efforts to develop programs for their children will be about the Matrix.\r\n\r\nIt is my hope that this wonderful community and this profoundly influential work that Charity has led will impact more children and families around the world.","userID":2016,"timestamp":"2014-07-02T09:37:09.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":746,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1034,"postID":1372,"userID":9043,"timestamp":"2014-07-07T08:42:12.867"}],"PostCollectionItems":[]},{"postID":2609,"title":"Wisdom from Karen","body":"In Karen's interview about the work that she does, she spoke about remembering the difference in power between teachers and students who are developing communication. Can't wait to post her video!","userID":2016,"timestamp":"2014-08-08T11:30:37.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2109,"postID":2609,"userID":1015,"timestamp":"2015-01-01T17:25:20.65"}],"PostCollectionItems":[]},{"postID":2622,"title":"Check on this webinar on mobile devices to support students with significant disabilities!","body":"Register for CEC’s fall 2014 webinars now!\r\n\r\niAccess: Mobile Devices to Enhance Learning for Students with Significant Needs\r\nIn collaboration with the Division for Physical, Health, and Multiple Disabilities (DPHMD)\r\n\r\nThursday, Sept. 11, 2014, 4-5 p.m. ET\r\nPresented by: Alexandra Da Fonte, Victoria Knight, and Bethany McKissick\r\n\r\nhttp://www.cec.sped.org/Professional-Development/Events-Calendar/2014/09/WEB1405?utm_source=cec&utm_medium=email&utm_campaign=webinar&utm_content=WEB1404\r\n","userID":2016,"timestamp":"2014-08-14T15:41:37.503","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":86,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32"},{"starID":1050,"postID":2922,"userID":1012,"timestamp":"2014-10-01T12:01:40.513"}],"PostCollectionItems":[]},{"postID":2933,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2934,"title":"What is this Community all About?","body":"It is a real honor to be a part of Dr. Rowland's efforts to connect people who are interested in supporting individuals with complex communication needs across the globe! \r\n\r\nAs you discover things that work in your own life, with your own students, and in your own practice, we hope that you will share them here. This is a place to come to gather practical information and to find ways to improve what we do with people. Ultimately we know that responsive communication partners and good communication practices can lead to better quality of life for all people, but especially for individuals with complex communication needs. \r\n\r\nWhat do you think about this new video? We would love to know and please share it with your networks!","userID":2016,"timestamp":"2014-10-02T06:41:52.067","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a welcome for the community with a wonderful video that shares the vision of this community.","show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1055,"postID":2934,"userID":1012,"timestamp":"2014-10-09T08:15:53.78"}],"PostCollectionItems":[]},{"postID":2935,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2936,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2937,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2938,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2939,"title":"Have you ever been lost?","body":"Have you ever become lost or disoriented when you were traveling somewhere? It isn't a good experience, is it? \r\n\r\nLast night, I got off of a plane after a long flight and decided to take the metro to my hotel. To make a long story short, I got lost! I thought I knew where I was going, but ended up very disoriented. I walked for several minutes alone, in the dark, on unfamiliar streets before finally finding my way to my hotel... even when using my smart phone. It may seem silly, but when you think you know where you are going, and it isn't working out, it can actually be worse than knowing at the start that you don't know where you are!\r\n\r\nHow does this relate to the Communication Matrix Community of Practice? Well, I was reflecting on my experience last night and remembered how much I have appreciated the Matrix as a tool for helping a team figure out where you are going with a student based upon what she needs. The tool itself and this new community can help orient you to where you are with a student and where you need to go! \r\n\r\nAs a family member of someone with complex communication needs, and as a professional who works with family members, the feeling of being lost or disoriented in what to do to support a person with complex communication needs is a SCARY one! You can think you know where you are going and end up in the wrong place with a person whose needs are not being addressed. The Matrix can help you see what a child is communicating about and it can give you some practical strategies to support her where she is and it can help you know where you want to go to make progress in the communication journey. \r\n\r\nI also was reflecting on my role this month as a moderator in the community. What excites me is that the community provides us with support in \"way finding\" with individuals with complex communication needs. People can offer you advice or support where ever you may be on the path. You can also leave information for others who may be feeling overwhelmed with what to do to support a specific person. \r\n\r\nSo feel free to chime in to offer your thinking about what has helped you along your journey with students or families. And we ENCOURAGE you to ask for directions (even if you have a smart phone)! Hint the PLEASE HELP tag can be used to request that a member of the community respond to specific requests.","userID":2016,"timestamp":"2014-10-02T08:09:33.78","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Sometimes, we all need some direction in our work with individuals with complex communication needs.","show":true,"views":139,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1053,"postID":2939,"userID":1012,"timestamp":"2014-10-03T15:47:07.753"}],"PostCollectionItems":[]},{"postID":2940,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2944,"title":"Identifying Infants and Toddlers with Combined Vision and Hearing Impairments","body":"Did you know that many children with severe or multiple disabilities have sensory impairments but these disabilities might not be recognized or accommodated properly? \r\n\r\nWe know from years of practice and research that early identification of sensory impairments is vital so that very young children can maximize the vision and hearing that they have, sometimes with devices and often with good intervention that involves family members.\r\n\r\nPlease see the attached, newly updated white paper on effective early identification and referral efforts for infants and toddlers who are deaf-blind. For more information about what is going on in your state, please visit: https://nationaldb.org/groups/page/8/early-identification-and-referral\r\n\r\nFinally, Dr. Rowland's work has included many students who are deaf-blind. Be sure to explore the ever growing shared science section of the website.","userID":2016,"timestamp":"2014-10-07T20:23:09.197","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1054,"postID":2944,"userID":9043,"timestamp":"2014-10-08T15:36:39.647"}],"PostCollectionItems":[]},{"postID":2945,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2946,"title":"Open Hands, Open Access modules feature the Communication Matrix","body":"When the Office of Special Education Programs asked the National Center on Deaf-Blindness to make recommendations to improve intervener services, one of the things that state partners, including family members, told our center was that the national community needed access to more high quality training materials, including videos, that anyone could access. Now, you may be asking yourself, what is an intervener? \r\n\r\nIn educational settings, an intervener provides consistent one-to-one support to a student who is deaf-blind, specifically by supporting the student's access to environmental information, communication, and social/emotional engagement. Intervener services are provided by individuals, typically paraeducators, who have specialized training in deaf-blindness and in the process of intervention.\r\n\r\nIn response to this request, one of the recommendations, that happens to be a major part of my job, focuses on the development of this media rich, open access learning resource, called the Open Hands, Open Access Deaf-Blind Intervener Learning Modules. OHOA for short!\r\n\r\nBecause of Dr. Rowland's research and creation of open access materials for people with complex communication needs, it was evident that our center needed to partner with her as an advisor and creative partner. Her work on the Communication Matrix is featured in Module 6: Understanding Communication, which is one of 8 open access modules.\r\n\r\nIt is thrilling to me and to many contributors, including several articulate and passionate parents, that the OHOA modules are being used in states to address the lack of awareness that exists about the intervener practice. Appropriately, the Communication Matrix is a part of addressing the very real needs that educational teams have in serving students who are deaf-blind. \r\n\r\nFor more information and to explore this media rich resource, please visit: https://nationaldb.org/library/page/2269","userID":2016,"timestamp":"2014-10-08T22:11:01.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":471,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2957,"title":"Beautiful Brown Eyes- Sensory Impairments in Children with Multiple Disabilities","body":"And so the song goes-\r\n\r\n\"Beautiful, beautiful brown eyes.\r\nBeautiful, beautiful brown eyes,\r\nBeautiful, beautiful brown eyes, \r\nI'll never love blue eyes again.\"\r\n\r\nHe cradled her in his arms, singing to his daughter, a young girl with cerebral palsy, intellectual, and multiple disabilities. She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. She is still my teacher and I hope through this short story that she will be yours too.","userID":2016,"timestamp":"2014-10-12T13:38:27.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This personal story highlights the power of parent engagement for individuals with multiple disabilities and sensory impairments.","show":true,"views":3230,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1060,"postID":2957,"userID":1012,"timestamp":"2014-10-13T09:32:36.003"},{"starID":1062,"postID":2957,"userID":9043,"timestamp":"2014-10-13T15:37:13.58"}],"PostCollectionItems":[{"collectionItemID":53,"collectionID":23,"postID":2957,"quote":"Our children grow up and change and move on. But sisters are sisters forever. Here's a great story about growing up as sisters."},{"collectionItemID":168,"collectionID":103,"postID":2957,"quote":"This is a reflection on my own relationship with my sister and how she has effected my professional journey"},{"collectionItemID":436,"collectionID":160,"postID":2957,"quote":"Sisters sharing a bond & our experiences may lead to career choices"}]},{"postID":2959,"title":"Concept and Language Development Go Hand in Hand","body":"I wanted to share this great video of an educator working with a young boy with CHARGE syndrome. She is accommodating his vision and hearing loss by using an hands on activity. Notice how she uses multiple means to teach the concept of up, including hand under hand approaches, co-active drawing, and motion.","userID":2016,"timestamp":"2014-10-13T12:48:45.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":222,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2960,"title":"Natural Opportunities for Communication in Family Life","body":"Dr. Rowland has does such a wonderful job in emphasizing the roles of family members and parents as full participants in communication assessment, intervention and planning. \r\n\r\nIn my former role as a professor, I encouraged all of my students to read Home Talk: A Family Assessment of Children who are Deafblind. Here's a link to this rich and practical guide for families: https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf\r\n\r\nThe attached video is a beautiful example of the natural opportunities that everyday routines in the course of the day offer children the chance to intentionally communicate. Joel's mom helps him participate in the exchange by pausing and acknowledging his subtle responses. \r\n\r\nWould love to see some of your own examples of family members building these opportunities to communicate. Feel free to share your own examples!","userID":2016,"timestamp":"2014-10-13T16:31:33.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":653,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1064,"postID":2960,"userID":9043,"timestamp":"2014-10-15T14:33:40.403"}],"PostCollectionItems":[]},{"postID":2961,"title":"Practical advice on a cochlear implant from a parent","body":"Jody, a parent leader, shares a respectful approach in working with her son who has CHARGE Syndrome. Notice how she respects his choice in using the implant and allows him to have control of the device.","userID":2016,"timestamp":"2014-10-14T23:05:54.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1063,"postID":2961,"userID":9043,"timestamp":"2014-10-15T14:29:02.227"}],"PostCollectionItems":[]},{"postID":3961,"title":"Heather describes the importance of hands","body":"I wanted to share this great video in ASL from Heather, a magnificent blogger, parent of a child who is deafblind. In the video, she describes the frontier of the touch sense for students who are deafblind. Though there isn't as much research on sharing attention or having conversations through the touch sense, Heather reminds us of how important this sense is for communication and learning. \r\n\r\nCheck out her blog too for more wisdom: http://hexwit.blogspot.com/","userID":2016,"timestamp":"2014-10-21T08:33:41.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"more video wisdom from a parent. Heather happens to be Deaf, is a blogger and shares insights on the importance of touch for learning.","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2063,"postID":3961,"userID":9043,"timestamp":"2014-10-22T14:51:33.023"}],"PostCollectionItems":[]},{"postID":3962,"title":"Self-Determination- Early Communication","body":"Sometimes as educators or parents we see a child's refusal as a \"bad\" thing... an inconvenience in our busy schedules and routines. Heather shares a story of her son's refusal and recognizes it as an early expression of self-determination- a skill we want to promote! We know that people with complex communication needs often may develop \"learned helplessness\" or a sense of powerlessness in their lives which can lead to increased passivity and depression. Let's remember that saying \"no\" can be a GREAT thing and may open the door to more conversations about what a person wants to do!","userID":2016,"timestamp":"2014-10-21T08:43:57.49","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3964,"title":"OHOA Modules- Open Hands Open Access","body":"CM community members- I wanted to make sure that you all know about a great, free training resource that supports teams working with students who have deafblindness. I also believe that it would support many of you who are interacting students with complex communication needs whether they have additional sensory losses or not.\r\n\r\nThe multimedia modules are called Open-Hands, Open Access (OHOA) and they were created by a network of national and state deaf-blind projects, university personnel, teachers, parents, and others to address a national need for interveners. What is an intervener, you ask? Check out one of the attached videos to hear more from Gloria about the three essential functions of an intervener for students who are deafblind. If you would like some written information about interveners, please visit: https://nationaldb.org/library/page/2266\r\n\r\nWhat we have found is that the OHOA modules are also useful for other team members, including family members, who want to know more about effective ways to support students who are deafblind. To find out more or to sign up for free please visit: https://nationaldb.org/library/page/2269\r\n\r\nI am also sharing one of my favorite videos that shares the story of a conversation that a teacher and a student have without formal language. This video conveys a profound respect for taking the time to communicate and share experiences with our students who have complex communication needs. Perhaps you, wherever you may be in your journey with students, have similar stories of a point in time when you connected around an activity or experience. In that moment, your \"conversation\" might have led you to a richer understanding of the student a fellow human being--it might have offered you insights into how to gradually support the student into developing more expressive communication skills. \r\n\r\nThis virtual community is about sharing these stories and approaches. We welcome your voices here and through your stories, videos, pictures, or plans, the voices of people with complex communication needs.","userID":2016,"timestamp":"2014-10-23T13:02:51.187","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Free high quality training that was developed with the expertise and passion of many people. Come and get it!","show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2064,"postID":3964,"userID":9043,"timestamp":"2014-10-24T14:58:11.213"}],"PostCollectionItems":[]},{"postID":3965,"title":"Bond between parents and children","body":"Heather beautifully describes the bond between she and her son. She offers good advice to parents who may be feeling overwhelmed.","userID":2016,"timestamp":"2014-10-23T13:23:57.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":54,"collectionID":23,"postID":3965,"quote":"A word about feeling overwhelmed. It may be time to play!"}]},{"postID":3969,"title":"Literacy for all: All Children Can Read","body":"Literacy, like communication, can take many forms. Interacting with a variety of media and literacy materials can help provide students with complex communication needs more opportunities to develop literacy skills. Check out this rich resource created by educators and partners in many states to explore practical approaches to meet the needs of children that you know.\r\nhttp://literacy.nationaldb.org/","userID":2016,"timestamp":"2014-10-27T19:54:13.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3970,"title":"Communication- The Eyes Have It!","body":"Have you ever considered how much the ability to read facial expressions impacts the development of reciprocal interactions? I am sharing this brief article from Science Daily about studies of communications with infants who respond to different facial expressions. Think now about many students who have significant health impairments or those with sensory losses, which can impact this cycle of learning to read facial expressions from caregivers. \r\n\r\nhttp://www.sciencedaily.com/releases/2014/10/141027182223.htm\r\n\r\nWhat are some ways that you know of for compensating for these differences? With touch? With creativity? With routines?","userID":2016,"timestamp":"2014-10-28T13:14:44.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3973,"title":"Free Webinar in Spanish for Parents","body":"Please share this free opportunity with your Spanish speaking families! It is a great way to connect families with others from around the nation with the best resources that we have!","userID":2016,"timestamp":"2014-10-30T14:23:11.533","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3977,"title":"Thoughts about \"Privilege\" and Communication","body":"I happen to love this particular vlogger, Austin Andrews. Charity has shared his work in this forum in the past. In this particular vlog, Austin shares reflections on a hearing person's privilege in the Deaf community and what this means. Please check out his fantastic video that explores the issue of partnership with the Deaf community. \r\n\r\nHowever, Austin's thinking and his reflections caused me to think too about the privilege that we have as communication partners for people with complex communication challenges. In a fast paced world, it is so easy to dominate communication exchanges and not allow people with emergent language skills to fully participate. It takes more time and this is often something that we are the most reluctant to give. One of the charter members of our community, Karen Natoci, offered some beautiful insights in a video interview she gave this past August when we gathered to talk about the outreach and work of this community. Check out her reflections about \"power\" in communication exchanges and how we may share our privilege as people without complex communication challenges.","userID":2016,"timestamp":"2014-11-05T10:09:53.977","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2068,"postID":3977,"userID":1012,"timestamp":"2014-11-06T11:31:30.567"}],"PostCollectionItems":[]},{"postID":3979,"title":"Charity on Using Routines","body":"Here is a great clip of Charity talking about the use of symbols within everyday routines so that learning is natural and easy. Routines also make it easier the child to anticipate what objects mean because it contextualizes the conversation and choice making.","userID":2016,"timestamp":"2014-11-05T21:43:16.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3994,"title":"the power of positioning for access and communication","body":"this simple image of a young woman using a stander at home with a family member reminds me of how important positioning is for people to be able to access communication, and use their sensory channels for engaging in the environment.\r\n\r\nAt work, my colleagues are all getting standing desks for work... I guess I'm one of the Luddites that is holding out on this. Today,I stood to work a bit and I found it changed my processing and perspective, just a bit.\r\n\r\nHave you ever found that supporting a student in a new position or making a simple change in your classroom helped the student participate in a new way?","userID":2016,"timestamp":"2014-11-14T20:35:32.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2071,"postID":3994,"userID":1012,"timestamp":"2014-11-17T10:09:34.577"}],"PostCollectionItems":[]},{"postID":4009,"title":"A beautiful example of using wait time","body":"In this lovely video, a young child with multiple disabilities and deafblindness interacts with an early interventionist. This simple use of a pleasant routine and wait time gives the child an opportunity to interact and show that she's interested!","userID":2016,"timestamp":"2014-11-19T20:33:43.153","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"My theme for this month is implementaiton. What do we do after we complete the Communication Matrix assessment and begin to help kids to develop new skills. Here is a wonderful video clip that demonstrates just how that very early expressive communication might look. The interventionist in this video encourages the child to practice his expressive communication. But if she hadn't waited for the response, we might never have known that he could engage her and, in his own way, ask for more singing!","show":true,"views":273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2075,"postID":4009,"userID":1012,"timestamp":"2014-11-24T14:22:06.197"}],"PostCollectionItems":[]},{"postID":4011,"title":"A special CEC publication on deafblindness","body":"Interested to see what states are implementing related to students who are deafblind? Please see this very special issue published by the Division on Visual Impairment and Deafblindness. This issue is dedicated to the memory of Ethan, a boy with CHARGE syndrome. \r\n\r\nhttp://community.cec.sped.org/dvi/publications","userID":2016,"timestamp":"2014-11-24T22:20:42.527","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":348,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2085,"postID":4030,"userID":9043,"timestamp":"2014-12-03T14:22:38.82"},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05"}],"PostCollectionItems":[]},{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347"}],"PostCollectionItems":[]},{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2116,"postID":4124,"userID":1012,"timestamp":"2015-01-05T13:58:36.17"},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433"},{"starID":2118,"postID":4124,"userID":9043,"timestamp":"2015-01-07T14:35:27.18"}],"PostCollectionItems":[]},{"postID":4146,"title":"Integrating Preferences and Objects in a Calendar or Routine","body":"In this clip, Jennifer, a classroom teacher describes her teamwork with an intervener and a student to embed highly preferred objects into a calendar or routine. \r\n\r\nJennifer's work is an example of some of Charity's own early research in using object symbols with students who are deafblind and other students with emergent communication skills. Still a vibrant and practical idea for supporting emergent communicators! Love how the student's voice is \"heard\" as he plans his activities for the day!","userID":2016,"timestamp":"2015-01-15T10:59:49.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Teacher's testimony on how they begin offering choices using tangible symbols to a student at school and at home, and how this opened up a new world for this individual, for the school staff and the family. ","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2127,"postID":4146,"userID":9043,"timestamp":"2015-01-21T10:27:05.907"},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307"}],"PostCollectionItems":[]},{"postID":4147,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4150,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4155,"title":"Spirit of our community- teaching each other!","body":"Jennifer, a teacher, describes how important it is to continue our \"on the job\" training as professionals. She describes that she didn't know about the Communication Matrix and encourages other educators to share what they know. \r\n\r\nThat is part of what this virtual community is meant to do. We all have some knowledge and insights to share!","userID":2016,"timestamp":"2015-01-15T12:11:03.663","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2129,"postID":4166,"userID":2023,"timestamp":"2015-01-22T11:28:46.8"},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803"}],"PostCollectionItems":[]},{"postID":4259,"title":"Email he wished he had received before son's birth","body":"A father's letter back to his younger self- before his son with complex communication needs was born.\r\n\r\nhttp://themighty.com/2015/01/the-email-i-would-have-written-myself-the-day-before-my-son-was-born/\r\n\r\n","userID":2016,"timestamp":"2015-02-01T09:42:00.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4292,"title":"Nice to meet you and preferences!","body":"It was great to see many on this community at our first charter member call! Your ideas about other resources got me thinking about how much I depend upon preferences to elicit and sustain communication. I thought I'd share this great powerpoint developed by a seasoned teacher and leader named Kathee Scoggins. It has some ways to dig into preferences and has some lovely video clips too.\r\n\r\nhttps://docs.google.com/presentation/d/1rUqQ0eMOBC0yBC2Nb4lyl869Lh5-77BHltVZSYiFn5s/edit?usp=sharing\r\n\r\nMore presentations like these can be found in the Open Hands, Open Access Modules. To sign up visit moodle.nationaldb.org\r\n","userID":2016,"timestamp":"2015-02-10T15:10:28.07","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2158,"postID":4292,"userID":1012,"timestamp":"2015-02-10T15:40:32.327"}],"PostCollectionItems":[]},{"postID":5381,"title":"Behavioral Audiometry","body":"A short video sample of a baby participating in a behavioral audiological test with his mom. Have you seen other ways to assess hearing behaviorally?","userID":2016,"timestamp":"2015-03-09T15:03:02.983","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":172,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5382,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5518,"title":"Balancing Acts and Great Expectations- by David Brown","body":"A dear colleague created this reflection that I wanted to share. Although this is written with families of students who are deaf-blind, it applies to so many parents of children with severe disabilities. Important to think about as professionals who walk with families on their journey.\r\n \r\nhttps://nationaldb.org/forum/thread/606\r\n","userID":2016,"timestamp":"2015-05-08T14:10:54.52","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"This post is a lovely reflection that introduces the balancing the courageous paradox that families of children with severe disabilities must face every day. Please read and reflect. ","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3206,"postID":5518,"userID":1015,"timestamp":"2015-05-10T14:52:35.793"}],"PostCollectionItems":[]},{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317"},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453"},{"starID":3213,"postID":5531,"userID":1012,"timestamp":"2015-05-15T15:51:42.683"},{"starID":3216,"postID":5531,"userID":1015,"timestamp":"2015-05-18T09:28:43.04"},{"starID":3231,"postID":5531,"userID":2023,"timestamp":"2015-06-04T16:31:34.177"}],"PostCollectionItems":[]},{"postID":6633,"title":"A chance to meet Charity at the CHARGE Conference in Chicago!","body":"To CHARGE Families Attending the 12th International CHARGE Syndrome Conference in Chicago\r\n\r\nAre you familiar with the Communication Matrix tool for individuals with complex communication needs?\r\n\r\nhttps://www.communicationmatrix.org/\r\n\r\nHave you used this planning tool with your child directly or with her team?\r\nIf so, we would like to let you know about….\r\n\r\nA special opportunity to attend a small group breakfast meeting at the conference hotel with Dr. Charity Rowland, creator of the Communication Matrix\r\n\r\nThursday, July 30th, 2015\r\n7:30 am- 10:00 am\r\n\r\nThe purpose of the meeting will be to discuss the ways that the Matrix has supported your family member with Dr. Rowland. We also hope to create some social media video clips and pictures that will help spread the word about the CHARGE Foundation and the benefits of the Communication Matrix for people with complex communication needs.\r\nPlease complete this short survey to learn more and to sign up to attend:\r\n\r\nhttps://docs.google.com/forms/d/1O7D2Y1qfUcKrkMaF7xt7Pw3UrxacnY4K_lPFobYEcgM/viewform?c=0&w=1 \r\n","userID":2016,"timestamp":"2015-07-27T11:32:08.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6638,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6639,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6640,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6641,"title":"Nolan Introduces the Communication Matrix at the 12th CHARGE Syndrome conference","body":"We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4248,"postID":6641,"userID":2023,"timestamp":"2015-08-04T11:25:15.737"}],"PostCollectionItems":[]},{"postID":6642,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6643,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323"},{"starID":4290,"postID":6659,"userID":2023,"timestamp":"2015-10-07T09:15:19.123"}],"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]},{"postID":6737,"title":"New Field Tested & Free Learning Modules Available","body":"Last night, with the harvest moon glowing, my team at the National Center on Deaf-Blindness opened up some new, multi-media learning modules that emphasize the importance of routines, concept development, calendar systems and intervention strategies.
Even though this harvest of information was written with students who are deaf-blind in mind, the strategies outlined in them work well with many individuals who have complex communication needs or multiple disabilities. I know from personal and professional experience that many students with multiple disabilities have some type of sensory loss that can go unrecognized.
This month's moderator was also one of our module creators! Welcome Sandy and so glad to have you moderating on the virtual community! Charity Rowland's work is also featured in the modules on communication too.
To see the module topics visit here: https://nationaldb.org/ohoa/modules
To register for FREE visit: https://nationaldb.org/ohoaregister
There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5486,"postID":8078,"userID":39268,"timestamp":"2016-03-02T08:16:12.473"},{"starID":5488,"postID":8078,"userID":9043,"timestamp":"2016-03-02T10:37:15.143"},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38"}],"PostCollectionItems":[]},{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113"}],"PostCollectionItems":[]},{"postID":8515,"title":"So many ways to request! A star moderator- Heather Withrow- a star communicator- Orion","body":"I just love this video for so many reasons! Why not practice filling out a Matrix from this sample? Look at all the behaviors he is using to request and special thanks to Hex and Orion for creating this fantastic movie!
Video descriptions:
0:00- white text against a black and white film setting reads \"Betelgeuse Films\"; a black and white image of a globe spinning with concentric waves emanating from the globe and white clouds against a dark sky
0:05- white text against a black background reads: \"A kid, a burger, a request\"
0:11- a young boy with fair skin and white hair sits shirtless at a table. He is wearing khaki pants and there is evidence of some sauce on his face. He has his index finger on his right hand in his mouth. He is facing a table in a kitchen. There is a burger on a plate in front of him.
0:13- An upclose image of the boy with the finger in his mouth. He is smiling and his eyes are closed forming crescent shapes. Text on the screen reads: 'Who is that kid?\"
0:15- The camera pans back and the boy leans forward in his chair with his hands slightly extended in front of him. His fingers are open. His face is smiling. He leans towards the table with the burger on it.
0:19- A snow white, medium sized dog emerges from under the kitchen table and looks at the boy. The boy appears to be chewing a bit of food. Text on the screen reads: \"Dogs love his crumbs\"
0:22- An upclose shot of the burger on the plate with text on the screen that reads: \"Burgers fear him\"
0:26- A new screen opens with an upclose shot of a mostly empty plate with fragments of American cheese on the side, where the burger used to be.
0:29- A new screen opens with the boy receiving a bit of the burger as an adult's hands bring the burger to his mouth. He chews the food. The text on the screen reads: \"Orion as the hungriest acquaintance you'll ever meet\"
0:33 A new screen opens with Orion beginning to gesture with his hands in front of him, with the burger on the plate on the table in front of him. Text on the screen reads: \"The most thrilling movie you'll ever see\"
0:35- the boy reaches forward and begins to make the sign for more, bringing his hands to his mouth in the shape of the sign sandwhich, with text on the screen that reads: \"Amazing communication\"
0:39- White text on a black screen reads \"Yes, Watch it all right now!\"
0:42- White text on a black screen reads \"Burger Master\", with disco stars exploding behind the text
0:47- Orion leans forward in his chair bringing his hands in front of him in a modified \"C\" shape. The burger rests on the plate on the table in front of him. Orions body wobbles a bit as he leans forward with a slight smile on his face. The white dog passed by his chair and goes under the table. Orion's hands reach forward to touch the surface of the table. He brings his hands together and forms the sign for sandwich and bring his hands to his open mouth. Text on the screen reads: \"More Sandwich\". The adults left hand touches the table near the plate. Orion's hand reaches forward to guide the adult's hand to the plate, he makes eating sounds with his mouth, opening and closing his mouth. Text on the screen reads: \"Grabs a helping hand\"
1:16- the adults hand lifts the burger and brings it down near Orion's hands. Orion continues to open and close his mouth, miming eating. The adult waits for Orion to use his hand to lift her hand with the burger to his mouth. Text on the screen reads: \"Lifts Hand and burger\". Orion takes a big bit of the burger and wipes his mouth with the back of his right hand as the adult puts the burger back on the plate on the table.
1:38- the dog emerges from under the table and looks expectantly at Orion as he chews his food.
1:40- Fade to black screen with white text credits that read: \"iMovie and Betelgeuse Films Present A Betelgeuse Films Production, production in association with imovie. A Withrow Family film, Burger Master, Starring Orion, Edited by Heather Withrow, Music by ITunes, Directed by Heather Withrow, Roman Numerals MMXIV
Here is a blog that I posted about the chance to co-present with Alex Cook and represent the virtual community of practice at the Division of Early Childhood conference at Louisville, KY. I also reflected on one of our fabulous moderators, Heather Withrow and another leader who spoke brilliantly, Dr. Jennifer Grisham-Brown.
http://triwou.org/blog/post/175/dec-communicating-...
","userID":2016,"timestamp":"2016-11-18T01:50:00.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8570,"title":"Just in time for the holidays- a toy list created by another community of practice! ","body":"Hi all, Am sharing this with permission from another network of teachers who developed a list of toys that feature tactile/visual elements for learners with sensory loss. I'm sure many of these items would appeal to students with multiple disabilities! Amy
Hello All, we are excited to share a user-friendly booklet that pulls together a list of tactile/visual friendly toys for young DB learners. This compilation was put together by our Network of Teachers working with DeafBlind Students (NTDB) in the Rochester area of NY. [NTDB is a community of practice for educational team members who work with students with combined hearing and vision loss throughout New York State. This community of practice began in the downstate area of NYS but has been replicated and is active in four regions of the state. The groups generally meet every 6-8 weeks in the evenings and discuss relevant content that is self-identified by the respective members. NTDB provides a unique opportunity for peer-to-peer mentorship that is beyond the constraints of classroom and district settings.]
Just in time for holiday shopping! We have made it available through a downloadable link: http://bit.ly/2glrgZ4
All the best! Susie
Susie
Susanne Morgan Morrow, MA, CI, CT
Project Director, New York Deaf-Blind Collaborative
718-997-4854
www.qc.cuny.edu/community/nydbc
www.facebook.com/pages/New-York-Deaf-Blind-Collabo...
Tis the holiday season and I'm honored to be hosting on the Communication Matrix virtual community during this reflective time of the year. In December, families of all different sizes, with many types of traditions, celebrate and remember the holidays. My theme hosting during these weeks, will be focused on the roles and relationships that siblings of people with complex communication needs play in their lives.
","userID":2016,"timestamp":"2016-12-22T23:47:54.873","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8578,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:25:50.747","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95"},{"starID":5748,"postID":8579,"userID":9043,"timestamp":"2017-01-13T17:33:54.33"}],"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]},{"postID":8580,"title":"Sibling Leadership Network, A National Non-Profit ","body":"As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher and a researcher.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:23:28.087","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8584,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:35:18.667","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8585,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5733,"postID":8585,"userID":2016,"timestamp":"2016-12-26T22:17:12.293"},{"starID":5746,"postID":8585,"userID":9043,"timestamp":"2017-01-13T17:33:49.53"}],"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]},{"postID":8586,"title":"Tip Sheet for Adult Siblings of Persons with Disabilities","body":"As I have been scanning the literature on people with disabilities and their siblings, I have been reading research about what you might intuit to be true, that the strength of the sibling relationship may be based on many factors. One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
","userID":2016,"timestamp":"2016-12-30T03:53:52.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5745,"postID":8586,"userID":9043,"timestamp":"2017-01-13T17:33:46.75"}],"PostCollectionItems":[{"collectionItemID":173,"collectionID":103,"postID":8586,"quote":"This tip sheet has practical thoughts for adult siblings of persons with disabilities."}]},{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3"}],"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]},{"postID":8590,"title":"Sibling Influence and Sibling Intervention","body":"Over the past several weeks, I have been reflecting on siblings of people with multiple disabilities or those with complex communication needs. This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
","userID":2016,"timestamp":"2017-01-09T08:20:48.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1729,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5743,"postID":8590,"userID":9043,"timestamp":"2017-01-13T17:33:21"}],"PostCollectionItems":[{"collectionItemID":175,"collectionID":103,"postID":8590,"quote":"More on the topic of siblings with a strong review of studies that included the siblings of children with autism."}]},{"postID":10103,"title":"Can slowing speech help someone with CVI?","body":"I really enjoyed this short blog. Thought provoking on the ways we use speech to support students with Cortical Visual Impairments (CVI)
http://cviscotland.org/news/go...
","userID":2016,"timestamp":"2017-06-14T20:30:10.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":249,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817"}],"PostCollectionItems":[]}],"Posts1":[{"postID":1332,"title":"Helen Keller Awareness & the World Cup!","body":"In honor of Helen Keller Awareness week see this great (and a bit long) video of how a man who is deaf-blind watches the Brazil team play in the World Cup! \r\n\r\nhttp://www.youtube.com/watch?v=TK2AgzBBvKw&list=UUlTxczZ08DhEygoZNVWdszQ","userID":2016,"timestamp":"2014-06-24T16:07:44.173","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2022,"justification":null,"show":true,"views":840,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1025,"postID":1332,"userID":9043,"timestamp":"2014-06-24T17:59:26.04"},{"starID":1028,"postID":1332,"userID":1015,"timestamp":"2014-06-25T16:30:28.883"}],"PostCollectionItems":[]},{"postID":1336,"title":"A young boy smells lilacs","body":"Sharing a photo for Helen Keller awareness week of a young boy who is savoring the lilacs of spring. Shared by his mother, one of our module creators, from PA. She is using this love to create joint attention... sharing the lilacs together.","userID":2016,"timestamp":"2014-06-24T16:21:18.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2,"justification":null,"show":true,"views":643,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1024,"postID":1336,"userID":9043,"timestamp":"2014-06-24T17:58:43.497"},{"starID":1026,"postID":1336,"userID":1012,"timestamp":"2014-06-25T13:27:46.463"},{"starID":1027,"postID":1336,"userID":1015,"timestamp":"2014-06-25T16:22:22.16"},{"starID":6203,"postID":1336,"userID":370606,"timestamp":"2026-01-26T04:46:48.757"}],"PostCollectionItems":[]},{"postID":1356,"title":"Deafblind Young Adults Support UN Convention","body":"Please see a link to this video which has an audio described and text transcript. It was created by a group of young adults who are deafblind who have formed their own 501.c.3. The editing for the video, the images in the video, and even the music were all written by young adults who are deafblind. Please consider sharing this video widely in honor of their effort to support people with disabilities around the world! Amy\r\n\r\nHere is a link to the original video: https://www.youtube.com/watch?v=zvCEDTfDjEM\r\n\r\nHere is a link to the audio described video: http://youdescribe.org/player.php?w=480&h=270&v=zvCEDTfDjEM&d=parkera\r\n\r\nA slide with text: Can people who are deafblind make a difference in the world?\r\n\r\nA slide with text and a black and white image of Helen Keller and two traveling companions walking past a large group of Japanese school children who are waving flags. The text reads a group of school children welcomed Helen Keller as she visited Japan in 1948.\r\n\r\nA slide with text: Yes we can and we do.\r\n\r\nA series of images of a young woman who is deafblind traveling in Nicaragua. She is using a cane and traveling with two companions. She is climbing a hill of rocks. She is walking through a forest. An image of her grilling bread on a grill. She is visiting a local village, visiting local school children and using tactile sign language to communicate.\r\n\r\nA series of images of a team traveling in the Virgin Islands, 2 members of the team are deafblind. One holds a cane prominently. They are standing outside of a school. There is an image of them working at a workshop and visiting with people in the Virgin Islands.\r\n\r\nA video clip of an elementary school age deafblind Ugandan girl sitting with her teacher on the floor of the school for the Deaf. The teacher is taking her hands and forming her hands into the shape of sign language letters. Near her, sits a visiting American who happens to be deafblind. She is talking with her and using sign language to communicate to two students and her teacher.\r\n\r\nA series of images of individuals who happen to be blind, deafblind and hearing sighted traveling in Uganda. A blind man stands under a large sign at the equator holding his cane prominently. Images of the team at the Helen Keller World Conference using tactile sign language to communicate. Images of the team standing beside a road talking with people from Uganda and with each other. Images of the team observing a marketplace. Images of children who are deaf at the school for the Deaf signing and looking at the camera.\r\n\r\nA video clip of three elementary aged Ugandan boys who happen to be deaf at the school for the Deaf. The three boys are looking at the camera and are signing, using Ugandan sign language, to the person who is taking the video.\r\n\r\nA slide with text: On December 20, 2013, Senator Bob Corker officially opposed the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) which he also voted against in December, 2012.\r\n\r\nA slide with text: As a group of young deafblind Americans, who have recently founded the national organization (DBCA) to give back to our community and nation, we are dismayed by this announcement, and his further decision to abandon consideration of the treaty by the Senate Foreign Relations Committee, of which he is a ranking member.\r\n\r\nA slide with text: DBCA is asking that the dignity and human rights of every American be respected, not just at home, but wherever Americans go in the world, just like everyone else.\r\n\r\nA slide with text and an image of a young Helen Keller: Today is Helen Keller's birthday. This video is dedicated to helping restore her vision for future generations. Support the CRPD!\r\n\r\nThe logo for Deafblind Citizens in Action: Capital DBCA. In the center of the D shape is the American sign language letter, \"D\"; in the center of the B shape is an icon for the braille letter \"B\"; in the center of the \"C\" is an icon of a person standing; in the stylized version of the letter A is an icon of a person walking forward with a dog guide.\r\n","userID":2016,"timestamp":"2014-06-30T09:53:40.973","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":"This is a great video.","show":true,"views":1113,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1030,"postID":1356,"userID":1012,"timestamp":"2014-06-30T10:43:02.717"},{"starID":1031,"postID":1356,"userID":1015,"timestamp":"2014-06-30T10:47:06.123"},{"starID":1033,"postID":1356,"userID":2016,"timestamp":"2014-07-02T10:16:34.387"},{"starID":1040,"postID":1356,"userID":2020,"timestamp":"2014-08-07T10:51:43.57"}],"PostCollectionItems":[]},{"postID":1372,"title":"The Matrix and Parents of Children with Autism in Kyrgyzstan","body":"I recently had a beautiful opportunity to speak to some parents of children with autism in Kyrgyzstan via skype. I was invited by a former doctoral student of mine, Rebecca Sheffield, who is passionate about the rights of persons with disabilities around the world. Rebecca has been doing advocacy work around the UNCRPD and became connected with this family group through those efforts.\r\n\r\nAs the mother of a son on the autism spectrum, I was invited to share some of my own journey as well as professional insights on communication rights and access. This was both a challenge and a pleasure. \r\n\r\nIn the absence of having formal services or access to special education, these families have used their own resources- both intellectual and financial to form a school for their children. Through a network and through the internet, they are inviting people around the world to be a part of their professional development efforts. It is truly an inspiring group.\r\n\r\nBefore the meeting, I spoke with Charity about getting access to the Communication Matrix in Russian. She quickly gave me the materials and we were able to share these with all of the families who reviewed them before the session.\r\n\r\nAs I talked about a personal journey with communication and my deep respect for Charity's work and the design of the Matrix, I felt a profound connection with the families.\r\n\r\nWe talked across at least 7 time zones. They sat in a plain room with a laptop projecting slides about the Matrix, and Rebecca's and my skype images on a wall. Through the camera, I saw these mothers, and one man, a volunteer, sitting in plastic chairs and looking at the camera and the screen. Their translator, Jibeka, performed the slow and herculean task of sharing our messages from English to Kyrgyz (Kyrgyztan is bilingual with the official languages being Kyrgyz and Russian). \r\n\r\nThey asked questions about their daughters and sons. We talked for over 2 hours. When I mentioned that Charity herself was interested in talking with them, there was a hushed silence and then Jibeka and the others on screen smiled broadly and looked at each other. They would be most honored to have her as a guest speaker at a future session.\r\n\r\nAs they prepare to have a visit from the UN, it was wonderful to ponder that some of the work that they would be showing as a part of their efforts to develop programs for their children will be about the Matrix.\r\n\r\nIt is my hope that this wonderful community and this profoundly influential work that Charity has led will impact more children and families around the world.","userID":2016,"timestamp":"2014-07-02T09:37:09.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":746,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1034,"postID":1372,"userID":9043,"timestamp":"2014-07-07T08:42:12.867"}],"PostCollectionItems":[]},{"postID":2609,"title":"Wisdom from Karen","body":"In Karen's interview about the work that she does, she spoke about remembering the difference in power between teachers and students who are developing communication. Can't wait to post her video!","userID":2016,"timestamp":"2014-08-08T11:30:37.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2109,"postID":2609,"userID":1015,"timestamp":"2015-01-01T17:25:20.65"}],"PostCollectionItems":[]},{"postID":2622,"title":"Check on this webinar on mobile devices to support students with significant disabilities!","body":"Register for CEC’s fall 2014 webinars now!\r\n\r\niAccess: Mobile Devices to Enhance Learning for Students with Significant Needs\r\nIn collaboration with the Division for Physical, Health, and Multiple Disabilities (DPHMD)\r\n\r\nThursday, Sept. 11, 2014, 4-5 p.m. ET\r\nPresented by: Alexandra Da Fonte, Victoria Knight, and Bethany McKissick\r\n\r\nhttp://www.cec.sped.org/Professional-Development/Events-Calendar/2014/09/WEB1405?utm_source=cec&utm_medium=email&utm_campaign=webinar&utm_content=WEB1404\r\n","userID":2016,"timestamp":"2014-08-14T15:41:37.503","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":86,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2922,"title":"Communication and Self-Determination","body":"Communication is so linked to self-determination and quality of life. For people who don't use traditional communication forms, it can be even more challenging to recognize and support someone's choices. This beautiful video features Kenny, a young man who is deaf-blind with limited formal communication. His story of self-determination is narrated by his mother, Clara.","userID":2016,"timestamp":"2014-09-24T12:31:25.567","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This video in English and Spanish shows what is possible for people with complex communication needs in having a rich and self-determined life.","show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1047,"postID":2922,"userID":2016,"timestamp":"2014-09-25T16:05:41.32"},{"starID":1050,"postID":2922,"userID":1012,"timestamp":"2014-10-01T12:01:40.513"}],"PostCollectionItems":[]},{"postID":2933,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2934,"title":"What is this Community all About?","body":"It is a real honor to be a part of Dr. Rowland's efforts to connect people who are interested in supporting individuals with complex communication needs across the globe! \r\n\r\nAs you discover things that work in your own life, with your own students, and in your own practice, we hope that you will share them here. This is a place to come to gather practical information and to find ways to improve what we do with people. Ultimately we know that responsive communication partners and good communication practices can lead to better quality of life for all people, but especially for individuals with complex communication needs. \r\n\r\nWhat do you think about this new video? We would love to know and please share it with your networks!","userID":2016,"timestamp":"2014-10-02T06:41:52.067","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This is a welcome for the community with a wonderful video that shares the vision of this community.","show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1055,"postID":2934,"userID":1012,"timestamp":"2014-10-09T08:15:53.78"}],"PostCollectionItems":[]},{"postID":2935,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2936,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2937,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2938,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2939,"title":"Have you ever been lost?","body":"Have you ever become lost or disoriented when you were traveling somewhere? It isn't a good experience, is it? \r\n\r\nLast night, I got off of a plane after a long flight and decided to take the metro to my hotel. To make a long story short, I got lost! I thought I knew where I was going, but ended up very disoriented. I walked for several minutes alone, in the dark, on unfamiliar streets before finally finding my way to my hotel... even when using my smart phone. It may seem silly, but when you think you know where you are going, and it isn't working out, it can actually be worse than knowing at the start that you don't know where you are!\r\n\r\nHow does this relate to the Communication Matrix Community of Practice? Well, I was reflecting on my experience last night and remembered how much I have appreciated the Matrix as a tool for helping a team figure out where you are going with a student based upon what she needs. The tool itself and this new community can help orient you to where you are with a student and where you need to go! \r\n\r\nAs a family member of someone with complex communication needs, and as a professional who works with family members, the feeling of being lost or disoriented in what to do to support a person with complex communication needs is a SCARY one! You can think you know where you are going and end up in the wrong place with a person whose needs are not being addressed. The Matrix can help you see what a child is communicating about and it can give you some practical strategies to support her where she is and it can help you know where you want to go to make progress in the communication journey. \r\n\r\nI also was reflecting on my role this month as a moderator in the community. What excites me is that the community provides us with support in \"way finding\" with individuals with complex communication needs. People can offer you advice or support where ever you may be on the path. You can also leave information for others who may be feeling overwhelmed with what to do to support a specific person. \r\n\r\nSo feel free to chime in to offer your thinking about what has helped you along your journey with students or families. And we ENCOURAGE you to ask for directions (even if you have a smart phone)! Hint the PLEASE HELP tag can be used to request that a member of the community respond to specific requests.","userID":2016,"timestamp":"2014-10-02T08:09:33.78","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Sometimes, we all need some direction in our work with individuals with complex communication needs.","show":true,"views":139,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1053,"postID":2939,"userID":1012,"timestamp":"2014-10-03T15:47:07.753"}],"PostCollectionItems":[]},{"postID":2940,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2944,"title":"Identifying Infants and Toddlers with Combined Vision and Hearing Impairments","body":"Did you know that many children with severe or multiple disabilities have sensory impairments but these disabilities might not be recognized or accommodated properly? \r\n\r\nWe know from years of practice and research that early identification of sensory impairments is vital so that very young children can maximize the vision and hearing that they have, sometimes with devices and often with good intervention that involves family members.\r\n\r\nPlease see the attached, newly updated white paper on effective early identification and referral efforts for infants and toddlers who are deaf-blind. For more information about what is going on in your state, please visit: https://nationaldb.org/groups/page/8/early-identification-and-referral\r\n\r\nFinally, Dr. Rowland's work has included many students who are deaf-blind. Be sure to explore the ever growing shared science section of the website.","userID":2016,"timestamp":"2014-10-07T20:23:09.197","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1054,"postID":2944,"userID":9043,"timestamp":"2014-10-08T15:36:39.647"}],"PostCollectionItems":[]},{"postID":2945,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2946,"title":"Open Hands, Open Access modules feature the Communication Matrix","body":"When the Office of Special Education Programs asked the National Center on Deaf-Blindness to make recommendations to improve intervener services, one of the things that state partners, including family members, told our center was that the national community needed access to more high quality training materials, including videos, that anyone could access. Now, you may be asking yourself, what is an intervener? \r\n\r\nIn educational settings, an intervener provides consistent one-to-one support to a student who is deaf-blind, specifically by supporting the student's access to environmental information, communication, and social/emotional engagement. Intervener services are provided by individuals, typically paraeducators, who have specialized training in deaf-blindness and in the process of intervention.\r\n\r\nIn response to this request, one of the recommendations, that happens to be a major part of my job, focuses on the development of this media rich, open access learning resource, called the Open Hands, Open Access Deaf-Blind Intervener Learning Modules. OHOA for short!\r\n\r\nBecause of Dr. Rowland's research and creation of open access materials for people with complex communication needs, it was evident that our center needed to partner with her as an advisor and creative partner. Her work on the Communication Matrix is featured in Module 6: Understanding Communication, which is one of 8 open access modules.\r\n\r\nIt is thrilling to me and to many contributors, including several articulate and passionate parents, that the OHOA modules are being used in states to address the lack of awareness that exists about the intervener practice. Appropriately, the Communication Matrix is a part of addressing the very real needs that educational teams have in serving students who are deaf-blind. \r\n\r\nFor more information and to explore this media rich resource, please visit: https://nationaldb.org/library/page/2269","userID":2016,"timestamp":"2014-10-08T22:11:01.487","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":471,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2957,"title":"Beautiful Brown Eyes- Sensory Impairments in Children with Multiple Disabilities","body":"And so the song goes-\r\n\r\n\"Beautiful, beautiful brown eyes.\r\nBeautiful, beautiful brown eyes,\r\nBeautiful, beautiful brown eyes, \r\nI'll never love blue eyes again.\"\r\n\r\nHe cradled her in his arms, singing to his daughter, a young girl with cerebral palsy, intellectual, and multiple disabilities. She smiled up at him, her face alight with joy- a daddy's girl for sure.\r\n\r\nThis brown eyed girl is my sister. And this memory is one of many happy ones that I have of her as a part of my family of origin. She was born in 1970, before the time when PL-94-142 passed in Congress. She started school at the time when special education was being implemented in states. Although she was never denied access to school, which is a fate that many other children like my sister faced in previous times, there were many times in her school journey that she didn't have access to a qualified teacher, let alone a teacher with formal training in special education.\r\n\r\nMy sister was born with visual impairment, along with her other disabilities and in her mid forties she is experiencing a mild to moderate hearing loss. I went on to get a doctorate in special education with an emphasis in deafblindness, but she was my first teacher. \r\n\r\nHer visual impairment is called cortical visual impairment (CVI) and many students with multiple disabilities and complex communication needs have CVI, a brain related visual impairment. For more information please see- http://www.aph.org/cvi/define.html\r\n\r\nMy parents were the ones who recognized that my sister could see or attend to the color red better than other colors. Although they did not know that this was a part of CVI, they did see their little girl reach for a brightly colored red toy or flower. \r\n\r\nThe purpose of this post is to remind teachers and practitioners to find out more about your student's vision and hearing. I encourage you to work with vision and hearing professionals to find out what your students can see and hear in functional environments. Not only will this shape your communication interventions, it may help to find more ways for your student to participate in the world around her.\r\n\r\nFor some practical resources on CVI and other visual impairments, you can't go wrong by checking out Perkins School for the Blind. Here is a link to just some of what they offer: http://www.perkinselearning.org/scout/causes-blindness-and-visual-impairment\r\n\r\nToday, my sister and I, both in our 40s are working and are engaged in our communities, although we need different levels of support to do so. My beautiful brown-eyed sister can now engage in basic reading activities, can use an ipad, and works part-time at a restaurant. Our father is not alive to sing to her, but together, we remember his songs. She is still my teacher and I hope through this short story that she will be yours too.","userID":2016,"timestamp":"2014-10-12T13:38:27.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"This personal story highlights the power of parent engagement for individuals with multiple disabilities and sensory impairments.","show":true,"views":3230,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1060,"postID":2957,"userID":1012,"timestamp":"2014-10-13T09:32:36.003"},{"starID":1062,"postID":2957,"userID":9043,"timestamp":"2014-10-13T15:37:13.58"}],"PostCollectionItems":[{"collectionItemID":53,"collectionID":23,"postID":2957,"quote":"Our children grow up and change and move on. But sisters are sisters forever. Here's a great story about growing up as sisters."},{"collectionItemID":168,"collectionID":103,"postID":2957,"quote":"This is a reflection on my own relationship with my sister and how she has effected my professional journey"},{"collectionItemID":436,"collectionID":160,"postID":2957,"quote":"Sisters sharing a bond & our experiences may lead to career choices"}]},{"postID":2959,"title":"Concept and Language Development Go Hand in Hand","body":"I wanted to share this great video of an educator working with a young boy with CHARGE syndrome. She is accommodating his vision and hearing loss by using an hands on activity. Notice how she uses multiple means to teach the concept of up, including hand under hand approaches, co-active drawing, and motion.","userID":2016,"timestamp":"2014-10-13T12:48:45.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":222,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":2960,"title":"Natural Opportunities for Communication in Family Life","body":"Dr. Rowland has does such a wonderful job in emphasizing the roles of family members and parents as full participants in communication assessment, intervention and planning. \r\n\r\nIn my former role as a professor, I encouraged all of my students to read Home Talk: A Family Assessment of Children who are Deafblind. Here's a link to this rich and practical guide for families: https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf\r\n\r\nThe attached video is a beautiful example of the natural opportunities that everyday routines in the course of the day offer children the chance to intentionally communicate. Joel's mom helps him participate in the exchange by pausing and acknowledging his subtle responses. \r\n\r\nWould love to see some of your own examples of family members building these opportunities to communicate. Feel free to share your own examples!","userID":2016,"timestamp":"2014-10-13T16:31:33.617","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":653,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1064,"postID":2960,"userID":9043,"timestamp":"2014-10-15T14:33:40.403"}],"PostCollectionItems":[]},{"postID":2961,"title":"Practical advice on a cochlear implant from a parent","body":"Jody, a parent leader, shares a respectful approach in working with her son who has CHARGE Syndrome. Notice how she respects his choice in using the implant and allows him to have control of the device.","userID":2016,"timestamp":"2014-10-14T23:05:54.82","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":1063,"postID":2961,"userID":9043,"timestamp":"2014-10-15T14:29:02.227"}],"PostCollectionItems":[]},{"postID":3961,"title":"Heather describes the importance of hands","body":"I wanted to share this great video in ASL from Heather, a magnificent blogger, parent of a child who is deafblind. In the video, she describes the frontier of the touch sense for students who are deafblind. Though there isn't as much research on sharing attention or having conversations through the touch sense, Heather reminds us of how important this sense is for communication and learning. \r\n\r\nCheck out her blog too for more wisdom: http://hexwit.blogspot.com/","userID":2016,"timestamp":"2014-10-21T08:33:41.237","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"more video wisdom from a parent. Heather happens to be Deaf, is a blogger and shares insights on the importance of touch for learning.","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2063,"postID":3961,"userID":9043,"timestamp":"2014-10-22T14:51:33.023"}],"PostCollectionItems":[]},{"postID":3962,"title":"Self-Determination- Early Communication","body":"Sometimes as educators or parents we see a child's refusal as a \"bad\" thing... an inconvenience in our busy schedules and routines. Heather shares a story of her son's refusal and recognizes it as an early expression of self-determination- a skill we want to promote! We know that people with complex communication needs often may develop \"learned helplessness\" or a sense of powerlessness in their lives which can lead to increased passivity and depression. Let's remember that saying \"no\" can be a GREAT thing and may open the door to more conversations about what a person wants to do!","userID":2016,"timestamp":"2014-10-21T08:43:57.49","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3964,"title":"OHOA Modules- Open Hands Open Access","body":"CM community members- I wanted to make sure that you all know about a great, free training resource that supports teams working with students who have deafblindness. I also believe that it would support many of you who are interacting students with complex communication needs whether they have additional sensory losses or not.\r\n\r\nThe multimedia modules are called Open-Hands, Open Access (OHOA) and they were created by a network of national and state deaf-blind projects, university personnel, teachers, parents, and others to address a national need for interveners. What is an intervener, you ask? Check out one of the attached videos to hear more from Gloria about the three essential functions of an intervener for students who are deafblind. If you would like some written information about interveners, please visit: https://nationaldb.org/library/page/2266\r\n\r\nWhat we have found is that the OHOA modules are also useful for other team members, including family members, who want to know more about effective ways to support students who are deafblind. To find out more or to sign up for free please visit: https://nationaldb.org/library/page/2269\r\n\r\nI am also sharing one of my favorite videos that shares the story of a conversation that a teacher and a student have without formal language. This video conveys a profound respect for taking the time to communicate and share experiences with our students who have complex communication needs. Perhaps you, wherever you may be in your journey with students, have similar stories of a point in time when you connected around an activity or experience. In that moment, your \"conversation\" might have led you to a richer understanding of the student a fellow human being--it might have offered you insights into how to gradually support the student into developing more expressive communication skills. \r\n\r\nThis virtual community is about sharing these stories and approaches. We welcome your voices here and through your stories, videos, pictures, or plans, the voices of people with complex communication needs.","userID":2016,"timestamp":"2014-10-23T13:02:51.187","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2016,"justification":"Free high quality training that was developed with the expertise and passion of many people. Come and get it!","show":true,"views":569,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2064,"postID":3964,"userID":9043,"timestamp":"2014-10-24T14:58:11.213"}],"PostCollectionItems":[]},{"postID":3965,"title":"Bond between parents and children","body":"Heather beautifully describes the bond between she and her son. She offers good advice to parents who may be feeling overwhelmed.","userID":2016,"timestamp":"2014-10-23T13:23:57.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":54,"collectionID":23,"postID":3965,"quote":"A word about feeling overwhelmed. It may be time to play!"}]},{"postID":3969,"title":"Literacy for all: All Children Can Read","body":"Literacy, like communication, can take many forms. Interacting with a variety of media and literacy materials can help provide students with complex communication needs more opportunities to develop literacy skills. Check out this rich resource created by educators and partners in many states to explore practical approaches to meet the needs of children that you know.\r\nhttp://literacy.nationaldb.org/","userID":2016,"timestamp":"2014-10-27T19:54:13.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3970,"title":"Communication- The Eyes Have It!","body":"Have you ever considered how much the ability to read facial expressions impacts the development of reciprocal interactions? I am sharing this brief article from Science Daily about studies of communications with infants who respond to different facial expressions. Think now about many students who have significant health impairments or those with sensory losses, which can impact this cycle of learning to read facial expressions from caregivers. \r\n\r\nhttp://www.sciencedaily.com/releases/2014/10/141027182223.htm\r\n\r\nWhat are some ways that you know of for compensating for these differences? With touch? With creativity? With routines?","userID":2016,"timestamp":"2014-10-28T13:14:44.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":13,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3973,"title":"Free Webinar in Spanish for Parents","body":"Please share this free opportunity with your Spanish speaking families! It is a great way to connect families with others from around the nation with the best resources that we have!","userID":2016,"timestamp":"2014-10-30T14:23:11.533","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2018,"justification":"","show":true,"views":64,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3977,"title":"Thoughts about \"Privilege\" and Communication","body":"I happen to love this particular vlogger, Austin Andrews. Charity has shared his work in this forum in the past. In this particular vlog, Austin shares reflections on a hearing person's privilege in the Deaf community and what this means. Please check out his fantastic video that explores the issue of partnership with the Deaf community. \r\n\r\nHowever, Austin's thinking and his reflections caused me to think too about the privilege that we have as communication partners for people with complex communication challenges. In a fast paced world, it is so easy to dominate communication exchanges and not allow people with emergent language skills to fully participate. It takes more time and this is often something that we are the most reluctant to give. One of the charter members of our community, Karen Natoci, offered some beautiful insights in a video interview she gave this past August when we gathered to talk about the outreach and work of this community. Check out her reflections about \"power\" in communication exchanges and how we may share our privilege as people without complex communication challenges.","userID":2016,"timestamp":"2014-11-05T10:09:53.977","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2068,"postID":3977,"userID":1012,"timestamp":"2014-11-06T11:31:30.567"}],"PostCollectionItems":[]},{"postID":3979,"title":"Charity on Using Routines","body":"Here is a great clip of Charity talking about the use of symbols within everyday routines so that learning is natural and easy. Routines also make it easier the child to anticipate what objects mean because it contextualizes the conversation and choice making.","userID":2016,"timestamp":"2014-11-05T21:43:16.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":3994,"title":"the power of positioning for access and communication","body":"this simple image of a young woman using a stander at home with a family member reminds me of how important positioning is for people to be able to access communication, and use their sensory channels for engaging in the environment.\r\n\r\nAt work, my colleagues are all getting standing desks for work... I guess I'm one of the Luddites that is holding out on this. Today,I stood to work a bit and I found it changed my processing and perspective, just a bit.\r\n\r\nHave you ever found that supporting a student in a new position or making a simple change in your classroom helped the student participate in a new way?","userID":2016,"timestamp":"2014-11-14T20:35:32.293","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":32,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2071,"postID":3994,"userID":1012,"timestamp":"2014-11-17T10:09:34.577"}],"PostCollectionItems":[]},{"postID":4009,"title":"A beautiful example of using wait time","body":"In this lovely video, a young child with multiple disabilities and deafblindness interacts with an early interventionist. This simple use of a pleasant routine and wait time gives the child an opportunity to interact and show that she's interested!","userID":2016,"timestamp":"2014-11-19T20:33:43.153","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2019,"justification":"My theme for this month is implementaiton. What do we do after we complete the Communication Matrix assessment and begin to help kids to develop new skills. Here is a wonderful video clip that demonstrates just how that very early expressive communication might look. The interventionist in this video encourages the child to practice his expressive communication. But if she hadn't waited for the response, we might never have known that he could engage her and, in his own way, ask for more singing!","show":true,"views":273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2075,"postID":4009,"userID":1012,"timestamp":"2014-11-24T14:22:06.197"}],"PostCollectionItems":[]},{"postID":4011,"title":"A special CEC publication on deafblindness","body":"Interested to see what states are implementing related to students who are deafblind? Please see this very special issue published by the Division on Visual Impairment and Deafblindness. This issue is dedicated to the memory of Ethan, a boy with CHARGE syndrome. \r\n\r\nhttp://community.cec.sped.org/dvi/publications","userID":2016,"timestamp":"2014-11-24T22:20:42.527","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":348,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4030,"title":"More Practical Advice About Waiting","body":"Here two seasoned teachers describe the simple act of waiting and what this skill does for students with complex communication needs, particularly students who are deafblind. \r\nI also love what Adam says about students having time to process what happened in their day! \"Please don't interrupt me!\"","userID":2016,"timestamp":"2014-12-01T19:43:47.17","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":228,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2085,"postID":4030,"userID":9043,"timestamp":"2014-12-03T14:22:38.82"},{"starID":2086,"postID":4030,"userID":2020,"timestamp":"2014-12-03T15:37:38.05"}],"PostCollectionItems":[]},{"postID":4058,"title":"Engaging with families- HOME Talk","body":"I had a reason to look at this fabulous document again today and then it hit me again, Charity has been thinking about these tools and designing them with real people in mind for many years now. \r\n\r\nHave you seen HOME Talk? Have you ever used it with some family members? It has a very beautiful and simple design. More importantly it invites families to be a part of the process of discovery and support with educational teams. It's empowering too!\r\n\r\nCheck it out again if you haven't seen it in awhile! I'm glad I did!\r\n\r\nhttp://documents.nationaldb.org//HomeTalk.pdf","userID":2016,"timestamp":"2014-12-11T09:43:05.183","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2093,"postID":4058,"userID":2020,"timestamp":"2014-12-12T10:21:52.347"}],"PostCollectionItems":[]},{"postID":4124,"title":"Podcast- Outreach for early identification","body":"Check out this fresh video podcast, friends, with the wonderful, Barbara Purvis, who recently retired from the National Center on Deaf-Blindness. In this brief interview, Barb shares her life's work with infants and toddlers who have multiple disabilities, including many who have vision and hearing losses. She also shares some practical resources that you might find useful in your work with families and professionals in your state.\r\n\r\nPublished on Jan 5, 2015\r\n\r\nAmy Parker, Ed.D. interviews Barbara Purvis, M.Ed. of the National Center on Deaf-Blindness\r\n\r\nAlex Cook, sound editing and production\r\n\r\nSee Barbara's work here: https://nationaldb.org/groups/page/8/...\r\nFor more information on EHDI (Early Hearing Detection and Intervention) programs visit: http://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html\r\n","userID":2016,"timestamp":"2015-01-05T12:31:24.767","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Great Podcast on early identification of children who are deafblind and have multiple disabilities. ","show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2116,"postID":4124,"userID":1012,"timestamp":"2015-01-05T13:58:36.17"},{"starID":2117,"postID":4124,"userID":2016,"timestamp":"2015-01-05T15:50:53.433"},{"starID":2118,"postID":4124,"userID":9043,"timestamp":"2015-01-07T14:35:27.18"}],"PostCollectionItems":[]},{"postID":4146,"title":"Integrating Preferences and Objects in a Calendar or Routine","body":"In this clip, Jennifer, a classroom teacher describes her teamwork with an intervener and a student to embed highly preferred objects into a calendar or routine. \r\n\r\nJennifer's work is an example of some of Charity's own early research in using object symbols with students who are deafblind and other students with emergent communication skills. Still a vibrant and practical idea for supporting emergent communicators! Love how the student's voice is \"heard\" as he plans his activities for the day!","userID":2016,"timestamp":"2015-01-15T10:59:49.73","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Teacher's testimony on how they begin offering choices using tangible symbols to a student at school and at home, and how this opened up a new world for this individual, for the school staff and the family. ","show":true,"views":286,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2127,"postID":4146,"userID":9043,"timestamp":"2015-01-21T10:27:05.907"},{"starID":2128,"postID":4146,"userID":2021,"timestamp":"2015-01-22T00:47:24.307"}],"PostCollectionItems":[]},{"postID":4147,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4150,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4155,"title":"Spirit of our community- teaching each other!","body":"Jennifer, a teacher, describes how important it is to continue our \"on the job\" training as professionals. She describes that she didn't know about the Communication Matrix and encourages other educators to share what they know. \r\n\r\nThat is part of what this virtual community is meant to do. We all have some knowledge and insights to share!","userID":2016,"timestamp":"2015-01-15T12:11:03.663","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":55,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4166,"title":"Parents as partners","body":"It happens everyday.. often in the smallest of ways. We are waiting for the bus or warming food in the microwave. These small opportunities can be times to build in moments for communication. This is especially why parents and family members are so important as communication partners.\r\n\r\nPlease share some ways that you have found to engage with family members or parents as communication partners with their children. What things have they taught you? What ways have you found that helps you form effective partnerships for your students?","userID":2016,"timestamp":"2015-01-21T16:22:37.32","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2021,"justification":"Nice short home video on how a parent encourages the child to express MORE through a favorite activity and a few cues","show":true,"views":54,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2129,"postID":4166,"userID":2023,"timestamp":"2015-01-22T11:28:46.8"},{"starID":2132,"postID":4166,"userID":2020,"timestamp":"2015-01-22T14:29:54.803"}],"PostCollectionItems":[]},{"postID":4259,"title":"Email he wished he had received before son's birth","body":"A father's letter back to his younger self- before his son with complex communication needs was born.\r\n\r\nhttp://themighty.com/2015/01/the-email-i-would-have-written-myself-the-day-before-my-son-was-born/\r\n\r\n","userID":2016,"timestamp":"2015-02-01T09:42:00.8","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":59,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":4292,"title":"Nice to meet you and preferences!","body":"It was great to see many on this community at our first charter member call! Your ideas about other resources got me thinking about how much I depend upon preferences to elicit and sustain communication. I thought I'd share this great powerpoint developed by a seasoned teacher and leader named Kathee Scoggins. It has some ways to dig into preferences and has some lovely video clips too.\r\n\r\nhttps://docs.google.com/presentation/d/1rUqQ0eMOBC0yBC2Nb4lyl869Lh5-77BHltVZSYiFn5s/edit?usp=sharing\r\n\r\nMore presentations like these can be found in the Open Hands, Open Access Modules. To sign up visit moodle.nationaldb.org\r\n","userID":2016,"timestamp":"2015-02-10T15:10:28.07","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":104,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":2158,"postID":4292,"userID":1012,"timestamp":"2015-02-10T15:40:32.327"}],"PostCollectionItems":[]},{"postID":5381,"title":"Behavioral Audiometry","body":"A short video sample of a baby participating in a behavioral audiological test with his mom. Have you seen other ways to assess hearing behaviorally?","userID":2016,"timestamp":"2015-03-09T15:03:02.983","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":172,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5382,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":5518,"title":"Balancing Acts and Great Expectations- by David Brown","body":"A dear colleague created this reflection that I wanted to share. Although this is written with families of students who are deaf-blind, it applies to so many parents of children with severe disabilities. Important to think about as professionals who walk with families on their journey.\r\n \r\nhttps://nationaldb.org/forum/thread/606\r\n","userID":2016,"timestamp":"2015-05-08T14:10:54.52","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"This post is a lovely reflection that introduces the balancing the courageous paradox that families of children with severe disabilities must face every day. Please read and reflect. ","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3206,"postID":5518,"userID":1015,"timestamp":"2015-05-10T14:52:35.793"}],"PostCollectionItems":[]},{"postID":5531,"title":"A memory from the visit to W.L.- \"So nice!\"","body":"Recently, the Matrix team was honored to visit one of our sister program sites- W. L.. We had been touring classrooms and meeting such fantastic educators. Near the end of the visit, I had the chance to take a walk with a young man, who I'll call Andrew and his wonderful PT, who allowed me to join them. The WL building and grounds are inviting. The walk was made all the more special and engaging because of a conversation with Andrew.\r\n\r\nAndrew happens to be blind and travels using a cane which he naturally holds in a protective angle in front of his body. His gait reflects a condition like cerebral palsy where one half of his body has more strength than the other. When I introduced myself, I touched his arm and he immediately began walking faster, using me as a human guide and continuing to use his cane. Andrew has a wonderful voice. As we talked, I noticed he often echoed or had delayed echolalia- using his voice in a cadence.\r\n\r\nWhen we walked outside of the building, the sun shone on our faces. At that moment, he lifted his face to the sky and smiled- saying \"So nice!\" Although I knew this was \"borrowed language\", I was touched at how appropriately he was using the words he had. I replied, \"Yes, it IS nice, Andrew. It is beautiful outside.\" \"So nice. It's so nice!\" he said more clearly, smiling as we strolled around the grounds.\r\n\r\nAs we walked together, the three of us, we talked and listened to the sounds of birds, of traffic. We talked about what we heard. \"the cars are on the street nearby\" I said. \"Vroom....vroom. Cars.\" Andrew replied smiling when I repeated \"Vroom, yes they are loud!\"\r\n\r\nWhen Andrew's PT mentioned how much he loved to sing, he stopped abruptly, stood up straight and sang the entire first verse of the national anthem, his face serious and his voice clear. He didn't miss a note.\r\n\r\nThis walk together- communicating in the moment- reminded me of how much I love learning from people- especially people who may have more limited access to communication forms. It confirms that we are resilient. Though Andrew did not use many words, he was a lovely host. His smile, the songs he sang, the lilt in his voice as he echoed words that others had shared with him were, to use his own phrase, \"so nice\"!\r\n\r\nThank you for welcoming our team to your school! If any of you see this post, please share my thanks directly with \"Andrew\", his PT and his team!","userID":2016,"timestamp":"2015-05-14T17:42:10.383","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":1015,"justification":"What a touching post. I loved how these memories will stay with us as we continue to work with individuals with special needs. ","show":true,"views":136,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":3211,"postID":5531,"userID":2018,"timestamp":"2015-05-14T17:52:23.317"},{"starID":3212,"postID":5531,"userID":2020,"timestamp":"2015-05-14T18:29:34.453"},{"starID":3213,"postID":5531,"userID":1012,"timestamp":"2015-05-15T15:51:42.683"},{"starID":3216,"postID":5531,"userID":1015,"timestamp":"2015-05-18T09:28:43.04"},{"starID":3231,"postID":5531,"userID":2023,"timestamp":"2015-06-04T16:31:34.177"}],"PostCollectionItems":[]},{"postID":6633,"title":"A chance to meet Charity at the CHARGE Conference in Chicago!","body":"To CHARGE Families Attending the 12th International CHARGE Syndrome Conference in Chicago\r\n\r\nAre you familiar with the Communication Matrix tool for individuals with complex communication needs?\r\n\r\nhttps://www.communicationmatrix.org/\r\n\r\nHave you used this planning tool with your child directly or with her team?\r\nIf so, we would like to let you know about….\r\n\r\nA special opportunity to attend a small group breakfast meeting at the conference hotel with Dr. Charity Rowland, creator of the Communication Matrix\r\n\r\nThursday, July 30th, 2015\r\n7:30 am- 10:00 am\r\n\r\nThe purpose of the meeting will be to discuss the ways that the Matrix has supported your family member with Dr. Rowland. We also hope to create some social media video clips and pictures that will help spread the word about the CHARGE Foundation and the benefits of the Communication Matrix for people with complex communication needs.\r\nPlease complete this short survey to learn more and to sign up to attend:\r\n\r\nhttps://docs.google.com/forms/d/1O7D2Y1qfUcKrkMaF7xt7Pw3UrxacnY4K_lPFobYEcgM/viewform?c=0&w=1 \r\n","userID":2016,"timestamp":"2015-07-27T11:32:08.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":72,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6638,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6639,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6640,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6641,"title":"Nolan Introduces the Communication Matrix at the 12th CHARGE Syndrome conference","body":"We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4248,"postID":6641,"userID":2023,"timestamp":"2015-08-04T11:25:15.737"}],"PostCollectionItems":[]},{"postID":6642,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6643,"title":"","body":"","userID":2016,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4253,"postID":6659,"userID":2020,"timestamp":"2015-08-23T18:57:52.323"},{"starID":4290,"postID":6659,"userID":2023,"timestamp":"2015-10-07T09:15:19.123"}],"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]},{"postID":6737,"title":"New Field Tested & Free Learning Modules Available","body":"Last night, with the harvest moon glowing, my team at the National Center on Deaf-Blindness opened up some new, multi-media learning modules that emphasize the importance of routines, concept development, calendar systems and intervention strategies.
Even though this harvest of information was written with students who are deaf-blind in mind, the strategies outlined in them work well with many individuals who have complex communication needs or multiple disabilities. I know from personal and professional experience that many students with multiple disabilities have some type of sensory loss that can go unrecognized.
This month's moderator was also one of our module creators! Welcome Sandy and so glad to have you moderating on the virtual community! Charity Rowland's work is also featured in the modules on communication too.
To see the module topics visit here: https://nationaldb.org/ohoa/modules
To register for FREE visit: https://nationaldb.org/ohoaregister
There's a cool new resource developed by Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind. It is called Active Learning Space and is devoted to providing information about Dr. Lilli Nielsen's Active Learning approach to instruction. The website can be found at http://www.activelearningspace.org/.
This is a great way for children, especially those with visual impairments or deafblindness, to be motivated to explore, to learn the power of their own bodies, and to develop some cause and effect.
","userID":2016,"timestamp":"2016-03-01T17:02:55.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":431,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5486,"postID":8078,"userID":39268,"timestamp":"2016-03-02T08:16:12.473"},{"starID":5488,"postID":8078,"userID":9043,"timestamp":"2016-03-02T10:37:15.143"},{"starID":5489,"postID":8078,"userID":2020,"timestamp":"2016-03-05T12:13:26.38"}],"PostCollectionItems":[]},{"postID":8113,"title":"Formal Preference Assessments","body":"Over the years, It has been brought home to me again and again that little things in life do matter! Little things like, items or foods or motions, matter. They especially matter to someone who doesn't communicate using formal words or signs, because people can so easily misunderstand what is important to the person. Having access to things that we enjoy can also create shared moments for communication and quality of life.
I think it is really helpful for educators and parents to take data in a formal way about preferences using some systematic approaches. One approach that I learned about was something called a \"forced choice\" preference assessment. It is a simple way to \"ask\" a child what she prefers within a typical routine. It is best to do this when the child is relaxed and has access to a trusted communication partner. It is also best to do this when you have access to paper, pencil and several items that you can present in a simple sequence with the child. Some people can design these more formal assessments after they have interviewed the child's care providers or family members about specific preferences that they have observed. Sometimes a child will surprise you when given the chance and sometimes you can come up with \"families\" or groupings of liked preferences which can become the basis for conversation and building communication exchanges that interest the child.
Attached is a simple form I have used to take notes with students. The short video clip provides an example where a little guy is clearly showing his preference behaviorally.
","userID":2016,"timestamp":"2016-03-24T12:41:57.85","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5499,"postID":8113,"userID":2016,"timestamp":"2016-04-10T12:54:42.113"}],"PostCollectionItems":[]},{"postID":8515,"title":"So many ways to request! A star moderator- Heather Withrow- a star communicator- Orion","body":"I just love this video for so many reasons! Why not practice filling out a Matrix from this sample? Look at all the behaviors he is using to request and special thanks to Hex and Orion for creating this fantastic movie!
Video descriptions:
0:00- white text against a black and white film setting reads \"Betelgeuse Films\"; a black and white image of a globe spinning with concentric waves emanating from the globe and white clouds against a dark sky
0:05- white text against a black background reads: \"A kid, a burger, a request\"
0:11- a young boy with fair skin and white hair sits shirtless at a table. He is wearing khaki pants and there is evidence of some sauce on his face. He has his index finger on his right hand in his mouth. He is facing a table in a kitchen. There is a burger on a plate in front of him.
0:13- An upclose image of the boy with the finger in his mouth. He is smiling and his eyes are closed forming crescent shapes. Text on the screen reads: 'Who is that kid?\"
0:15- The camera pans back and the boy leans forward in his chair with his hands slightly extended in front of him. His fingers are open. His face is smiling. He leans towards the table with the burger on it.
0:19- A snow white, medium sized dog emerges from under the kitchen table and looks at the boy. The boy appears to be chewing a bit of food. Text on the screen reads: \"Dogs love his crumbs\"
0:22- An upclose shot of the burger on the plate with text on the screen that reads: \"Burgers fear him\"
0:26- A new screen opens with an upclose shot of a mostly empty plate with fragments of American cheese on the side, where the burger used to be.
0:29- A new screen opens with the boy receiving a bit of the burger as an adult's hands bring the burger to his mouth. He chews the food. The text on the screen reads: \"Orion as the hungriest acquaintance you'll ever meet\"
0:33 A new screen opens with Orion beginning to gesture with his hands in front of him, with the burger on the plate on the table in front of him. Text on the screen reads: \"The most thrilling movie you'll ever see\"
0:35- the boy reaches forward and begins to make the sign for more, bringing his hands to his mouth in the shape of the sign sandwhich, with text on the screen that reads: \"Amazing communication\"
0:39- White text on a black screen reads \"Yes, Watch it all right now!\"
0:42- White text on a black screen reads \"Burger Master\", with disco stars exploding behind the text
0:47- Orion leans forward in his chair bringing his hands in front of him in a modified \"C\" shape. The burger rests on the plate on the table in front of him. Orions body wobbles a bit as he leans forward with a slight smile on his face. The white dog passed by his chair and goes under the table. Orion's hands reach forward to touch the surface of the table. He brings his hands together and forms the sign for sandwich and bring his hands to his open mouth. Text on the screen reads: \"More Sandwich\". The adults left hand touches the table near the plate. Orion's hand reaches forward to guide the adult's hand to the plate, he makes eating sounds with his mouth, opening and closing his mouth. Text on the screen reads: \"Grabs a helping hand\"
1:16- the adults hand lifts the burger and brings it down near Orion's hands. Orion continues to open and close his mouth, miming eating. The adult waits for Orion to use his hand to lift her hand with the burger to his mouth. Text on the screen reads: \"Lifts Hand and burger\". Orion takes a big bit of the burger and wipes his mouth with the back of his right hand as the adult puts the burger back on the plate on the table.
1:38- the dog emerges from under the table and looks expectantly at Orion as he chews his food.
1:40- Fade to black screen with white text credits that read: \"iMovie and Betelgeuse Films Present A Betelgeuse Films Production, production in association with imovie. A Withrow Family film, Burger Master, Starring Orion, Edited by Heather Withrow, Music by ITunes, Directed by Heather Withrow, Roman Numerals MMXIV
Here is a blog that I posted about the chance to co-present with Alex Cook and represent the virtual community of practice at the Division of Early Childhood conference at Louisville, KY. I also reflected on one of our fabulous moderators, Heather Withrow and another leader who spoke brilliantly, Dr. Jennifer Grisham-Brown.
http://triwou.org/blog/post/175/dec-communicating-...
","userID":2016,"timestamp":"2016-11-18T01:50:00.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":380,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8570,"title":"Just in time for the holidays- a toy list created by another community of practice! ","body":"Hi all, Am sharing this with permission from another network of teachers who developed a list of toys that feature tactile/visual elements for learners with sensory loss. I'm sure many of these items would appeal to students with multiple disabilities! Amy
Hello All, we are excited to share a user-friendly booklet that pulls together a list of tactile/visual friendly toys for young DB learners. This compilation was put together by our Network of Teachers working with DeafBlind Students (NTDB) in the Rochester area of NY. [NTDB is a community of practice for educational team members who work with students with combined hearing and vision loss throughout New York State. This community of practice began in the downstate area of NYS but has been replicated and is active in four regions of the state. The groups generally meet every 6-8 weeks in the evenings and discuss relevant content that is self-identified by the respective members. NTDB provides a unique opportunity for peer-to-peer mentorship that is beyond the constraints of classroom and district settings.]
Just in time for holiday shopping! We have made it available through a downloadable link: http://bit.ly/2glrgZ4
All the best! Susie
Susie
Susanne Morgan Morrow, MA, CI, CT
Project Director, New York Deaf-Blind Collaborative
718-997-4854
www.qc.cuny.edu/community/nydbc
www.facebook.com/pages/New-York-Deaf-Blind-Collabo...
Tis the holiday season and I'm honored to be hosting on the Communication Matrix virtual community during this reflective time of the year. In December, families of all different sizes, with many types of traditions, celebrate and remember the holidays. My theme hosting during these weeks, will be focused on the roles and relationships that siblings of people with complex communication needs play in their lives.
","userID":2016,"timestamp":"2016-12-22T23:47:54.873","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8578,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:25:50.747","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8579,"title":"Siblings of People with Complex Communication Needs, A Life Journey","body":"Tis the holiday season. It's a time when many people are focused on celebrations and memories. During these weeks in December, as I am hosting our virtual community, it seems fitting to focus on the unique roles and relationships that siblings of people with complex communication needs play in their lives. I'll not only be sharing some resources and research on this topic, I'll also share some of my own reflections as a sibling of a sister with multiple disabilities,as well as those written by other family members. Ultimately, we know that relationships, trust and participation are at the heart of successful communication between all people. Siblings have unique relationships and points of view on their life journeys with their brothers and sisters with complex communication needs. I look forward to exploring this and hearing your insights too.
","userID":2016,"timestamp":"2016-12-23T00:26:58.497","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":737,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5734,"postID":8579,"userID":2016,"timestamp":"2016-12-30T04:27:50.95"},{"starID":5748,"postID":8579,"userID":9043,"timestamp":"2017-01-13T17:33:54.33"}],"PostCollectionItems":[{"collectionItemID":170,"collectionID":103,"postID":8579,"quote":"Being a sibling of someone with complex communication needs is a joy and an opportunity to see the world in a different way."}]},{"postID":8580,"title":"Sibling Leadership Network, A National Non-Profit ","body":"As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
As I was doing some exploration of resources for siblings of people with disabilities, I found The Sibling Leadership Network. As their Facebook and website state: \"The SLN is a national nonprofit organization with state chapters that is dedicated to providing information and support to siblings of people with disabilities throughout the lifespan.\" Their website is written in an accessible and family friendly voice.
The research tab on their website leads some helpful bibliographies and nicely formatted, downloadable research briefs (also easy to read and distribute).
http://siblingleadership.org/research/
I noticed too, that the SLN organization emphasizes the roles of siblings in policy development and influence for people with disabilities, including those with complex communication needs. I hope you find this site useful in your work with families.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher and a researcher.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their firstborn daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me. For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:23:28.087","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":14,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8584,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
","userID":2016,"timestamp":"2016-12-26T21:35:18.667","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8585,"title":"Mutual Influence- Sisters as Communication Partners","body":"This week, I've been reflecting again on my own journey as a sibling of someone with multiple disabilities. I can truly say that M has been one of the most influential people in my life and I have been deeply blessed to have M as my older sister.
M was born in the Spring of 1970 and was among the first children with multiple disabilities to be allowed to attend public school in the United States. My sister was born with lovely brown eyes, auburn hair, the firstborn child to our parents, who were working as a minister and educator. Right away, our mother knew that M was struggling because of the whimpering sounds she was making when she was born. Later, when M was having recurrent seizures and wasn't feeding properly, our parents knew that M was born with special challenges; they were also young, idealistic and proud of their little daughter. In many ways, M being born first was fortunate because our parents were devoted to her, reading to her and singing to her with every expectation that she would learn and thrive. In those days, little was known about cortical visual impairment, but my mother knew that M responded consistently to the color red and began choosing red clothing, red toys, red bowls, saying that it was M's favorite color. When she was a year old, M was imitating speech sounds but aside from our parents, few could understand the few words that she spoke due to M's cerebral palsy. Phenobarbital was one of the few drugs in existence that was used to prevent seizures, and though our parents were leery of administering medicine to their little girl, her seizures were frequent and intense, leaving them exhausted. Later when M began going to school, more was discovered about the various ways her life would be different because of disabilities; but, like all children, M's experience with her family was her first opportunity to be nurtured and to believe in herself. Her parents knew she was learning. She loved water and they took her to the ocean, holding her next to them as the surf pushed them towards the shore. She loved people, her dad most of all, turning towards the people who spoke to her with a smile.
When I came along in the Winter of 1972, M was my first playmate, roommate, and friend. Mom shared that M couldn't say my name but identified me with a consistent use of her term: \"Eye-ite\", which is still a moniker used by immediate family members for me today. I have often wondered what names, gestures or identifiers individuals with complex communication needs have for their siblings, for they are surely present, even if they aren't widely recognized.
For mom, having a typically developing child after M, made M's delays more evident, because I was sitting up, babbling, crawling and cruising next to M. Also mom reports having to watch what she was saying more around me as I could more readily imitate her than M. Recently my aunt sent a copy of an amusing letter that mom, a minister's wife, sent to her mother. At the time, M was barely 4 and I was 2 years old. For me, this excerpt highlights the influence of siblings, for good and ill, on each other.
May 10th, 1974
\"Mother, thank you for your encouragement about mothering. My Amy had heard me say an 'ugly word' one day and she hasn't forgotten it. Its gotten so much negative attention that she says it often. When M hears Amy say: \"oh damn it!\", she just laughs and laughs. And much to our dismay, M is trying to say it too. (Bite off my tongue!). Maybe it's best to ignore it and it will die a 'natural death'. I heard her saying it Wednesday night at church as she was coming off of the pulpit area. (Poor J- (our dad)-- cursing in his own home!)\"
When my aunt found and shared this letter, it was timely because I had been thinking of the mutually influential roles that siblings with and without disabilities have upon each others lives. As communication partners in early and natural routines, siblings often motivate and stimulate conversations as partners in ways unanticipated by adult caregivers. Incorporating humor, simple games and supporting siblings as communication partners are approaches that more family members, practitioners and researchers are recognizing for encouraging communication development for people with complex communication challenges. In most cases, the benefit is bi-directional, as it most certainly was in my case. M's life, her resilience, her generosity, her spirituality, inspire and encourage me today, as a teacher, researcher, but primarily as a sister.
I look forward to your sharing insights from your work or life experiences as a sibling or family member in our virtual community of practice.
** M has given permission to share this story. We have long, somewhat unstructured conversations, via phone, with amplification. M has a Facebook account, which she uses with support from care staff.
","userID":2016,"timestamp":"2016-12-26T21:47:10.027","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5733,"postID":8585,"userID":2016,"timestamp":"2016-12-26T22:17:12.293"},{"starID":5746,"postID":8585,"userID":9043,"timestamp":"2017-01-13T17:33:49.53"}],"PostCollectionItems":[{"collectionItemID":172,"collectionID":103,"postID":8585,"quote":"Siblings have a profound influence on each other. This post includes some reflections from my mom on raising a daughters, one with complex needs, along with a typical child."}]},{"postID":8586,"title":"Tip Sheet for Adult Siblings of Persons with Disabilities","body":"As I have been scanning the literature on people with disabilities and their siblings, I have been reading research about what you might intuit to be true, that the strength of the sibling relationship may be based on many factors. One such factor has to do with how parents may involve siblings without disabilities in the long term care planning for their brother/sister with complex needs. Siblings that were more involved in understanding systems of care for their siblings, were more confident as well as more effective in supporting their siblings with disabilities.
Recently, I came across a helpful tip sheet from Vanderbilt University for siblings that mentioned an interesting idea called a \"letter of intent\". Such a letter, rather than serving as a legal planning document, can be used practically to convey family stories, desires, and important incidental information for service providers who may be involved in assisting the person with disabilities in the future. I was reflecting on my own journey with my sister M and how important this incidental information is for her quality of life. See the attached tip sheet and feel free to share ideas, resources or stories that may help others.
","userID":2016,"timestamp":"2016-12-30T03:53:52.12","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":743,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5745,"postID":8586,"userID":9043,"timestamp":"2017-01-13T17:33:46.75"}],"PostCollectionItems":[{"collectionItemID":173,"collectionID":103,"postID":8586,"quote":"This tip sheet has practical thoughts for adult siblings of persons with disabilities."}]},{"postID":8587,"title":"Some fabulous videos of siblings chatting using AAC","body":"A natural conversation between siblings about diarrhea and pee pee! Good stuff!
Another treasure of a mom encouraging a conversation between siblings during snack time.
Search YouTube for more treasures of siblings using AAC devices.
","userID":2016,"timestamp":"2016-12-30T05:02:42.857","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5972,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5737,"postID":8587,"userID":2020,"timestamp":"2017-01-06T23:42:06.3"}],"PostCollectionItems":[{"collectionItemID":174,"collectionID":103,"postID":8587,"quote":"How natural is it for young siblings to joke about diarrhea? Very natural, even when using an AAC device."},{"collectionItemID":270,"collectionID":121,"postID":8587,"quote":""}]},{"postID":8590,"title":"Sibling Influence and Sibling Intervention","body":"Over the past several weeks, I have been reflecting on siblings of people with multiple disabilities or those with complex communication needs. This interest is both professional and personal. Has anyone in the community included siblings as a part of family-based intervention? Your insights are welcome.
I've found a couple of syntheses of the literature on interventions for children with disabilities that involved siblings. One article was a recent publication of a former professor of mine, Dr. Devender Banda from Texas Tech University. Although I can't post the full article here, most libraries will provide free copies upon request.
Banda, D. R. (2015). A review of sibling interventions with children with autism. Education and Training of Autism and Developmental Disabilities, 50, 303-315.
\"Siblings may be one of the potential and powerful peer interventionists at home and in other community settings.\" (Banda, 2015 p. 313)
","userID":2016,"timestamp":"2017-01-09T08:20:48.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1729,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5743,"postID":8590,"userID":9043,"timestamp":"2017-01-13T17:33:21"}],"PostCollectionItems":[{"collectionItemID":175,"collectionID":103,"postID":8590,"quote":"More on the topic of siblings with a strong review of studies that included the siblings of children with autism."}]},{"postID":10103,"title":"Can slowing speech help someone with CVI?","body":"I really enjoyed this short blog. Thought provoking on the ways we use speech to support students with Cortical Visual Impairments (CVI)
http://cviscotland.org/news/go...
","userID":2016,"timestamp":"2017-06-14T20:30:10.863","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":249,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5857,"postID":10103,"userID":13582,"timestamp":"2017-06-21T13:35:05.817"}],"PostCollectionItems":[]}]}},{"collectionID":171,"name":"Parents: The Communication Matrix is for YOU and it’s FREE! ","description":"As a parent or caregiver, your input is one of the most valuable resources available to support your family member with complex communication needs. \n\nThe Matrix is mainly used by speech-language pathologists and educators. But when you use it too, you can be on the same page as the professionals who are helping your child. \n\nCheck out the posts in this collection to find out how the Communication Matrix can help you!","dateCreated":"2022-02-24T16:14:35.003","bio":null,"published":true,"userID":2023,"PostCollectionItems":[{"collectionItemID":490,"collectionID":171,"postID":24634,"quote":"","Post":{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
We were honored to have Nolan, a young adult with CHARGE Syndrome, formally introduce our session on the Communication Matrix. I didn't catch the entire introduction on my iphone, but here is a snippet to enjoy.
Nolan introduced himself to us before addressing the audience, meeting Alex, Charity and me. He tested the two microphone options, the handheld and the one attached to the podium. He opted to use the one attached to the podium so that he could use his AAC device with his hands. He spoke to the audience with his voice, he used sign language and then he used his AAC device to complete the introduction.
Nolan's introduction represents the spirit of Charity's work in creating the Matrix, a tool that captures many the forms, modes and intents of communication. Also hats off to the CHARGE Syndrome Foundation for an amazing conference and for having the vision to include leadership opportunities for all persons with CHARGE and their families. Here Nolan's intent was to formally inform the overflowing audience of the session's goals and to welcome us as presenters. He did so with confidence and grace. Thank you Nolan!
","userID":2016,"timestamp":"2015-08-03T16:48:17.807","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4250,"postID":6655,"userID":2023,"timestamp":"2015-08-17T08:59:26.42","Post":{"postID":6655,"title":"Early Childhood Summer Institute- Communication Matrix Presentation","body":"It was so much fun to be with wonderful early childhood educators at the Early Childhood Inclusion Summer Institute at Western Oregon University and present on the Matrix. Several Head Start teachers, teaching assistants and family educators attended.
A prezi was shared, which you can view here: http://prezi.com/9hcbgvnbmykl/?utm_campaign=share&...
But even more meaningful was, at the request of the audience, we go through the Matrix using information on a specific child with Rett's Syndrome. We used the \"try it now\" feature on communicationmatrix.org and talked our way through so that the participants could see how easy it is to use the tool and to get results that can be embedded into IFSP or IEP plans.
Find out more about this \"homegrown\" Oregon event here:
http://wouecisummerinstitute.weebly.com/
Thursday August 20th or Friday August 21st (choose one)
1:00 PM to 3:30 PM at Portland State University with free parking
What: Please join the Universal Design Lab for an informational workshop at Portland State University. This back to school session is geared towards parents of children with complex communication needs and professionals serving those children. We will focus on assistive technology and alternative and augmentative communication use and team based implementation. You will learn about how you and a school based team can consider assistive technology for your child. Come get information and get inspired for this new school year.
Cost: There is no cost for this free workshop. In fact, you will be given a free $100 iTunes Gift card to support your team’s efforts to support your child.
Who: The Universal Design Lab (uLab) lead by Dr. Samuel Sennott is a research lab with a focus on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design. Dr. Sennott, lab director, is an assistant professor of special education and is the co-creator of the original Proloquo2Go, the popular iOS application.
When: Doors open: 1:00pm Workshop begins: 1:30pm Workshop Ends: 3:30 Post workshop questions: After 3:30pm Where: Portland State University, Smith Memorial Student Union Free parking and refreshments will be provided. Please RSVP for one of the few slots left.
August 20th here: https://docs.google.com/forms/d/1DpS_37UwmI950y4C7... (currently at capacity)
August 21st here: https://docs.google.com/forms/d/1ijEZ2AoANHtDnFJ4V...
My goal for the 2014-2015 school year was to increase language access for all of my students. That meant making/acquiring language rich AAC materials (e.g., core vocabulary boards, PODD books) paired with targeted fringe vocabulary. My focus was incorporating the use of AAC during direct instruction. Focusing on direct instruction helped the students and staff become familiar with the communication systems without feeling overwhelmed. With the help of my speech therapist, Karen Natoci, and conferences from my intermediate school district, I feel I was able to reach my goal.
My goal for the 2015-2016 school year is to use AAC consistently throughout the school day, not only during direct instruction. I plan to do this by first focusing on using language rich AAC during individual or small group shared reading. Shared reading is a great setting for using AAC because it is built around talking and interacting with a partner. As I model the use of AAC during whole class shared reading, classroom staff can use those strategies when working with students in a more relaxed setting. Hopefully, everyone will become more natural when using AAC during shared reading, making it an easier transition to using AAC throughout the school day.
I'll keep you posted on how everything is going. I'm looking forward to seeing how my students progress by the end of the school year.
","userID":3130,"timestamp":"2015-08-26T09:06:33.837","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":954,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4255,"postID":6682,"userID":2023,"timestamp":"2015-09-01T12:05:41.2","Post":{"postID":6682,"title":"Progress of my student!","body":"Today I completed another Matrix on my student to see the growth in her expressive language skills and was very surprised how much she has accomplished since last year. She has moved up to Level VII (emerging) by putting 2-4 words together using her Dynavox! So excited for her!!!!!!
","userID":3135,"timestamp":"2015-09-01T11:18:57.597","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":177,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4258,"postID":6696,"userID":2023,"timestamp":"2015-09-01T14:29:10.967","Post":{"postID":6696,"title":"Early Math with Core Vocabulary - Lesson 1","body":" Attached is a lesson plan that incorporates core vocabulary with the early math concepts of subitizing and verbal counting. There is a picture of the layout of the students' work mats that relate to the lesson.
Enjoy!
Alice Johnson and Allisa Thompson
","userID":3130,"timestamp":"2015-09-01T12:23:34.283","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":244,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4259,"postID":6694,"userID":2023,"timestamp":"2015-09-01T14:32:34.907","Post":{"postID":6694,"title":"Preparing for no tech communication","body":"When students are getting ready to transition out into a day program, with little to no ACC devices, from school; how do we prepare students who are used to having a voice through their ACC device?
","userID":3131,"timestamp":"2015-09-01T12:14:10.013","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":39,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4260,"postID":6699,"userID":2023,"timestamp":"2015-09-02T13:49:32.753","Post":{"postID":6699,"title":"Communication Log ","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Thank you!
","userID":3157,"timestamp":"2015-09-01T16:48:10.963","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4261,"postID":6691,"userID":2023,"timestamp":"2015-09-02T14:01:12.44","Post":{"postID":6691,"title":"Communication Supports Inventory-Children and Youth (CSI-CY)","body":"We just finished completing the CSI-CY, and we felt it was a very useful tool for our severely impaired population. Although many of the entries in a particular category were too complex, the inventory focused attention on many different aspects of the school day and environments.
Alice Johnson and Allisa Thompson, Wing Lake
","userID":3129,"timestamp":"2015-09-01T11:57:15.133","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4262,"postID":6692,"userID":2023,"timestamp":"2015-09-02T14:01:34.477","Post":{"postID":6692,"title":"First post","body":"Hello! I'm a newbie and looking forward to learning more.
","userID":6462,"timestamp":"2015-09-01T11:54:15.513","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":9,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4263,"postID":6684,"userID":2023,"timestamp":"2015-09-02T14:02:59.82","Post":{"postID":6684,"title":"new to the community","body":"Hi. Look forward to joining all of you on this forum.
","userID":6460,"timestamp":"2015-09-01T11:37:06.96","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4264,"postID":6685,"userID":2023,"timestamp":"2015-09-02T14:05:33.077","Post":{"postID":6685,"title":"First Post","body":"It is really my 2nd post but I don't see my 1st post. I am an IA at Wing Lake. I love my food, music, my co-workers, laughing, smiling and my mama. Looking forward to learning more this year.
","userID":6458,"timestamp":"2015-09-01T11:43:09.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4268,"postID":6707,"userID":2023,"timestamp":"2015-09-14T11:31:25.803","Post":{"postID":6707,"title":"Nice handout on the Prompt Heirarchy","body":"I am attaching a nice handout describing a prompt heirarchy!
","userID":2020,"timestamp":"2015-09-11T15:38:04.73","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":95,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4269,"postID":6717,"userID":2023,"timestamp":"2015-09-17T10:02:09.587","Post":{"postID":6717,"title":"Communication Log, Part 2","body":"Hi everyone,
Recently, I have been thinking about how to engage our students and families more in depth in our school-to-home communication. Attached, you will see my 'next step' in that effort. This has been a collaborative effort, with the concept pitched by our colleague (((thank you, Jessica!))) and new Monday-Friday symbols (((thank you, Lisa!))).
By using Boardmaker symbols for some core and fringe vocabulary support, students will be able to answer the question, \"what did you do today?\"
I plan to laminate the question prompt so that families are able to continually use the prompt, as they answer the question/describe the day. Ideally, families would reinforce the conversation by pointing/highlighting/using a flashlight to move through the question, as well as the activities of the day.
Attached, you will notice that for each day, there are two 'versions'. That is in an effort to accommodate those students who orally intake food at lunch, and those who do not.
This project is ever evolving, so please let me know your thoughts, suggestions, etc!
Hopefully, the image appears and works well this time :)
Thank you!
","userID":3157,"timestamp":"2015-09-16T17:47:32.877","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"This member provides a great system to support daily communication between school and home, combined with a helpful illustration of the materials she has created to be used at home.","show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4270,"postID":6712,"userID":2023,"timestamp":"2015-09-17T11:04:52.137","Post":{"postID":6712,"title":"Special Education","body":"Hello,
My name is Kate Pearson and I am currently a Special Education major at Wayne State University. I love working with students with special needs and love watching them grow and succeed. I am a parapro at an inclusive Autism school for students ages 17-26. I am completely fasinated with the autism spectrum disorder and am eager to know more about how I can use different language devices to help students with autism learn and communicate.
","userID":6473,"timestamp":"2015-09-15T17:15:31.887","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4271,"postID":6672,"userID":2023,"timestamp":"2015-09-17T11:06:40.373","Post":{"postID":6672,"title":"Switch access for communication vs. cause and effect??","body":"I am trying to strengthen my student's use of a single switch for partner assisted scanning (there is an arm that attaches to the leg of his wheelchair with a button style switch placed at the top right edge of his tray - he is right handed). However, at other times, I want him to work on stretching his left arm out to access a switch for pleasurable activities (and to get a good stretch in the mean time!). Is it \"okay\" to have set switch spots for different functions? Thanks!
","userID":3132,"timestamp":"2015-09-01T10:45:10.29","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4272,"postID":6720,"userID":2023,"timestamp":"2015-09-21T14:15:57.423","Post":{"postID":6720,"title":"A Resource from England","body":"I was looking for something online today and, as often happens, ran across a resource that was new to me. It's called Training materials for teachers of\r\nlearners with severe, profound and complex learning difficulties (England)
\r\n\r\nWhat I liked was that there are modules about AAC, students learning, Teamwork, professional collaboration and several other topics, all geared to various levels of expertise. Each module, and each level has at least one video of a successful child or a successful team. One more place to find a visual representation of some of the things we are aiming for our chldren with complex communication needs. I thought I would share it.
I imagine that it might be a good introduction for people who are new to the topics. But get ready for a British way of talking!
After going to class for the last couple of weeks, I have\r\nthought about the different ways that students can communicate from speaking,\r\nto body language. My question is, when a student uses assistive technology and\r\nthe item that they use is from the school, how do those students communicate at\r\nhome if they parents do not have the proper funding to buy that technology for\r\ntheir child? How can the schools and parents work together so they can create\r\nan uniformed line of communication when the funds are low/cut at any level?
","userID":6484,"timestamp":"2015-09-26T12:05:49.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":70,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4283,"postID":6745,"userID":2023,"timestamp":"2015-10-05T12:56:46.07","Post":{"postID":6745,"title":"Creating tactile books","body":"I wanted to write a quick post to encourage parents and educators working with a child who has unique communication needs and vision loss. My son became deafblind when he was 2 1/2 years old. We had to learn a whole new language (ASL), Braille and a whole new way of life and thinking in general. Below is a link to one of my first blogs I wrote for Paths to Literacy where a I created simple tactile books for my son to support a love for literacy and also language development (nurturing communication and language through the enjoyment of books:)
Here is the encouraging part...You can do it! I started creating books right away. I hardly knew any ASL, I knew very little about Braille, and even less about all things deafblind. I jumped in. My books weren't perfect but my son loved them. I am so glad I didn't wait until I \"knew it all\" to start. You can learn as you go (not as overwhelming then). Now, looking back at my early work, knowing what I know now... I am still happy I didn't wait to create books for my child. You learn from what works well and what didn't work so well. The books may not have been perfect but he still learned, he still grew, he still learned to love books! His communication skills are growing daily and that boy sure loves his books! Hope you find these tips helpful-and I would love to hear from you about ideas/books you have created!
http://www.pathstoliteracy.org/blog/you-can-do-it
Sometimes we need reminders of how isolated family members can feel on their journeys to provide for their children. See this beautiful blog from a dad, Kevin Troupe, who has two children with CHARGE Syndrome. He reflects on the power of community support which he and his family experienced at the recent CHARGE Syndrome International Conference in Chicago, IL.
http://lessonsfrommatthew.com/2015/08/16/a-weekend-oasis-every-two-years/
Communities can be cultivated at face-to-face events or virtually or through some combination of the two. Here's to the possibility to cultivate communities where professionals can meet families as sojourners, with a shared destination of providing quality of life experiences and acceptance for all people with complex communication needs.
","userID":2016,"timestamp":"2015-08-23T14:34:07.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":771,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":265,"collectionID":121,"postID":6659,"quote":"Nice post from Amy Parker (newly appointed PSU Faculty) \"Communities can be cultivated at face-to-face events or virtually or through some combination of the two.\""}]}},{"starID":4291,"postID":6753,"userID":2023,"timestamp":"2015-10-07T09:34:55.133","Post":{"postID":6753,"title":"Involving Siblings","body":"I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
I’ve learned about the many activities and communication methods that could be used with non-verbal students.
I was wondering if there are any types of\r\nactivities and communication methods, the forum would recommend for working\r\nwith non-verbal students. Also what are some types of devices and assessments that\r\ncould be used for students whose speech are limited?
Thank you
","userID":6488,"timestamp":"2015-10-07T09:12:53.317","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4293,"postID":6762,"userID":2023,"timestamp":"2015-10-08T09:09:23.407","Post":{"postID":6762,"title":"Homemade/custom made tactile desk schedule and monthly calendar","body":"Hi! My son Liam, is a first grader in a mainstream classroom. He is deafblind and uses tactile ASL and is learning Braille. Someone in a recent post asked me to share what I made for my son's classroom in regards to tactile calendars:
Attached are two documents:
1. Daily desk schedule
2. Monthly Schedule
I have an elementary student who currently uses a picture exchange approach to communication. She has a communication book of digital pictures and PCS symbols: some of preferred items, others of core vocabulary words (go, help, etc.). She has been working on pulling off a picture from a field of two, and exchanging the photo to receive a reinforcer (food, toy). Although she sometimes requires wait time, she can do this exchange independently when able to see a reinforcer in sight. It appears that she has made the connection that she has to tell her communication partner something in order to receive something. Having said that, she does not yet initiate communication using her communication book unless it is presented to her. She primarily relies on her body language, gestures, and facial expressions to communicate her wants and needs.
I am not entirely sure she is discriminating between the photos yet, or if she is better with digital or symbol. Mom has expressed interest in pushing some more core vocabulary as we emphasize this greatly at our school. I'm thinking over what my next steps with this young girl may be.. Do we focus on identifying a symbol receptively from a field of 2-3? Do I focus on a set of words for her IEP, but continue to model all core vocabulary? Do I push to expect a picture exchange of more core vocabulary words?
I want to push her to develop as much language as possible and be able to communicate more effectively, but also do not want to frustrate her by jumping ahead to quickly.
Any suggestions for a next step?
","userID":3152,"timestamp":"2015-10-11T17:49:09.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2921,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4314,"postID":6799,"userID":2023,"timestamp":"2015-10-16T10:31:18.047","Post":{"postID":6799,"title":"Story Box For Children with Visual impairments: Owl Babies Book","body":"My boys and I will be going to a social event at the end of the month where there will be a children's story read to all the children there. Since I know about the book in advance, I was able to modify/adapt the book for my son who is deafblind. I created a story box for the event. The story is titled \"Owl Babies\" by Martin Waddell. My box includes 3 baby owls, a Mommy owl and a tree branch. It's a way for my son to enjoy the 'pictures' in a tactile way. I am so excited to share the story with him and watch his face as he gets to interact with his new story (one of his favorite things to do!) Think of the vocabulary that can be introduced and the conversations that can be had! I will attach pictures of the story box. I am also adding a link below to a post I wrote previously that gives a little bit more information on story boxes!
Please share any story boxes you have used with your students!
http://www.pathstoliteracy.org/blog/storybox-adapt...
Hola¡¡
Hoy quiero compartir con vosotros una página web en la que podéis descargar pictogramas gratuitos. En España, estos pictogramas son muy utilizados en escuelas, centros de día, asociaciones, fundaciones, etc.
También permite la descarga de tableros de comunicación. Espero que os resulte útil¡¡¡¡
Hi¡¡
I want to share with you a web in which you can download a lot of free pictograms. Many schools, Daily Centers, Non-profit organizations, associations, foundations etc in Spain use this kind of pictograms. You can also download examples of communication boards. I hope you find it useful ¡¡
Enlace:
Link:
Portal Aragonés de Comunicación Aumentativa y Alternativa.
Hi, my name is Cheyenne and i'm currently a student at Wayne State. My major is Special Education and I am currently taking a course on Language Acquisition and Educational Interventions for Students with Moderate to Severe Impairments. We have learned about a lot of assistive technology. I am interested in learning more about it! What are some items that you are using a lot of in your classes or with students at home? Also, how has the matrix worked for you? Do you find it easy to use and helpful? Also - what are some insightful websites or articles that you would suggest that I should look into about Assistive technology or anything I should know about the subject? Any answers to any of my questions would be awesome. Thank you!
","userID":6502,"timestamp":"2015-10-18T20:57:44.813","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4318,"postID":6814,"userID":2023,"timestamp":"2015-10-19T12:55:19.717","Post":{"postID":6814,"title":"Talking Brix","body":"I love these little swtiches but have had nothing but problems with them. They will not work for me. Within 2 months of having the set of 3 only 1 works. I have charged the others together and seperate. It shows there is full charge but then they will not turn on. has anyone had the same issue? If so, can you offer suggestions on how to fix them. I appreciate any advice you can offer.
","userID":6492,"timestamp":"2015-10-19T09:45:55.817","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":58,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4319,"postID":6812,"userID":2023,"timestamp":"2015-10-19T12:55:32.6","Post":{"postID":6812,"title":"Shantel V","body":"Hello I was wondering if anyone could tell me why is important for students to learn about cause and effect as a part of building their language skills.
","userID":6504,"timestamp":"2015-10-19T04:19:04.767","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4320,"postID":6811,"userID":2023,"timestamp":"2015-10-19T12:55:42.837","Post":{"postID":6811,"title":"Hello","body":"Hello my name is Shantel Vergote, I am currently attending Wayne State University where I am completing my undergraduate degree in Special Education. This semester I really hope to learn more about switches because I have had no prior experiences with them.
","userID":6504,"timestamp":"2015-10-19T04:05:10.553","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":285,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4321,"postID":6810,"userID":2023,"timestamp":"2015-10-19T12:57:00.567","Post":{"postID":6810,"title":"Introduction","body":"Hi everyone my name is April Jackson. I currently am teaching in an SXI room with 1st-3rd graders. If your not from MI you may not understand SXI, it stands for severely multiply impaired. Communication can be a struggle in my room, as all of my students are \"nonverbal.\" I use so many different switches as a voice for my students. I am interested in learning more ways to help my students communicate. I have been in the field for about 12 years but am new to the teaching, and working with the SXI group. I have used dynavox and proloquo2go a lot. These forms of communication are not feasible with my new classroom. I would love to learn more about go talk and super talker, and various switches as modes for my students to communicate. I am extremely interested in using eye gaze boards with SXI students.
","userID":6492,"timestamp":"2015-10-19T03:38:06.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":31,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4322,"postID":6801,"userID":2023,"timestamp":"2015-10-19T12:59:57.88","Post":{"postID":6801,"title":"How to collaborate from Spain","body":"Thanks for your kind welcome¡¡
I would like to participate more actively, but I don't know how to do it.
Maybe, I can share links of resources in Spain, translate into Spanish some interesting documents, disseminate this initiative, etc.
Count with me...¡¡
Hi. My name is Chelsea. I am a student at Wayne Sate University studying special education, specifically cognitive impairment.
I am very interested in all the different assistive technology out there to help students communicate. I am wondering if there is any specific technology that assists students with severe sight impairments with reading?
","userID":6493,"timestamp":"2015-10-14T12:15:48.79","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":12,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4324,"postID":6803,"userID":2023,"timestamp":"2015-10-19T13:06:57.85","Post":{"postID":6803,"title":"Question from Education Student","body":"Hello,
My name is Heather and I am a Special Education Major. My question I would like to know is: What is the most effective way to speak with parents about using the adaptive communication materials at home, so the student can have full exposure and the parents can become familiar with the technology available?
Thank you for your time and consideration,
Heather :)
Hello again.
I have a question about getting parents involved with the assistive technology at home. How as a teacher, would you go about doing so and how could we support that?
","userID":6493,"timestamp":"2015-10-17T09:32:30.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":44,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4330,"postID":6817,"userID":2023,"timestamp":"2015-10-22T10:05:33.937","Post":{"postID":6817,"title":"Conversation Boxes: giving opportunities to share about experiences","body":"This weekend, I took my boys to a nearby petting farm for a fall festival. My son Liam, 6 years old, is deafblind. I collected items from different activities we participated in at the farm so that when we got home we could put them in a box. These objects would be used to help my son and I have a conversation about our experience at the farm. Conversation boxes are great for children of all levels of communication.
Examples of items I collected (see picture):
corn kernels and hay from the \"corn pit\"
candy wrapper: a worker gave him jelly beans on the way out
ticket stub: We had to give tickets to the workers for the horse ride and the jump house
pumpkin stem: He got to choose his own pumpkin and also broke off the stem:)
To learn more about conversation boxes I included a link to a blog I wrote about conversation boxes:
http://www.pathstoliteracy.org/blog/making-toast-c...
**My son has not quit talking (signing) about the farm! Love the conversations I have with that boy:)
We carve pumpkins every year. My son Liam, who is deafblind, has a love/hate relationship with this tradition. He loves pumpkins. He loves carrying them, he loves touching them especially once they are carved, he loves rolling them, and even loves helping his Papa drill holes in them (I found a fun way to carve pumpkins on Pinterest:). Liam does NOT like taking the seeds out and does not like having to touch any thing sticky or slimy. Perfect opportunity to help him find the words/signs to express his dislike:) Carving pumpkins together is such a great experience that involves and includes the entire family. Opportunities to share an experience together, have conversations about it, learn new vocabulary and laugh together. We placed our finished products on the front porch. Now when we go outside, Liam can show them off, touch them and 'revisit' our experience.
Other possiblities: create an experience book, conversation box, make a pumpkin related art project or recipe, etc...
I would love to hear how you have shared a fun experience with your child/student that proved to be fun, motivating and also a good learning experience!
","userID":6428,"timestamp":"2015-10-26T17:52:29.76","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":126,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4339,"postID":6840,"userID":2023,"timestamp":"2015-11-02T09:49:01.363","Post":{"postID":6840,"title":"Happy November! ","body":"I'm not sure about you, but October seemed to fly by in our household. Now, as we begin November and embark on the special planning of the holidays, I look forward to sharing some stories and ideas with you.
Regards,
Shelley
","userID":6542,"timestamp":"2015-11-01T16:50:08.717","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"Introductory post from November's Guest Host!","show":true,"views":76,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4342,"postID":6841,"userID":2023,"timestamp":"2015-11-02T13:03:42.287","Post":{"postID":6841,"title":"New to the site","body":"I attended training last year using the CM and my speech path has done an awesome job creating the matrix for my students. Now I am excited to dig in and use it myself!
","userID":6543,"timestamp":"2015-11-02T10:20:11.4","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":27,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4343,"postID":6837,"userID":2023,"timestamp":"2015-11-02T13:04:09.5","Post":{"postID":6837,"title":"Introduction","body":"Hi! I am a speech language pathologist in Oklahoma at The Children's Center Rehabilitation Hospital. I serve patients birth to 18 with complex medical needs. I am so excited to begin using the Communication Matrix! #karennatoci
","userID":6539,"timestamp":"2015-10-30T13:43:47.347","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":21,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4344,"postID":6834,"userID":2023,"timestamp":"2015-11-02T13:04:20.08","Post":{"postID":6834,"title":"Hello ","body":"Hello! I am a Speech-Language Pathology Clinical Supervisor at the University of Central Oklahoma. I am new to the Communication Matrix Community of Practice, and I am excited to use this new tool with some of my students.
","userID":6535,"timestamp":"2015-10-30T13:37:32.77","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":24,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4345,"postID":6829,"userID":2023,"timestamp":"2015-11-02T13:04:52.327","Post":{"postID":6829,"title":"Hello from OKC","body":"Hi all-
SLP from Broken Arrow Public Schools. I'm involved in a conference today. Introduced to Community of Practice, so I thought I would introduce myself to the community
","userID":6530,"timestamp":"2015-10-30T13:01:09.413","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":184,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4346,"postID":6830,"userID":2023,"timestamp":"2015-11-02T13:05:23.707","Post":{"postID":6830,"title":"Howdy","body":"Just introducing myself to the community.
","userID":6532,"timestamp":"2015-10-30T13:07:29.037","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4347,"postID":6831,"userID":2023,"timestamp":"2015-11-02T13:05:31.297","Post":{"postID":6831,"title":"Greetings ","body":"Introducing myself to the community. SLP with Broken Arrow Schools in Oklahoma
","userID":6533,"timestamp":"2015-10-30T13:14:00.537","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4350,"postID":6847,"userID":2023,"timestamp":"2015-11-05T08:48:33.707","Post":{"postID":6847,"title":"Our journey toward Cochlear Implants","body":"Almost five years ago to the\r\nday, our son Thomas was diagnosed with a bilateral profound hearing loss.\r\n To make it even more difficult, only a few short weeks before we were\r\ntold that he was severely visually impaired. What overwhelming news for\r\nparents! On the long drive home from Children's Hospital in Pittsburgh, I\r\nhad a lot to think about. I did not know any children with a hearing\r\nloss. How do we communicate with a baby with deaf blindness? The\r\naudiologist had mentioned something about trying to correct it...what did that\r\nmean? What would that entail for our infant son? Shortly after that appointment, we had a\r\nfollow up with the audiologist.
Thomas was fitted for tiny\r\nhearing aids. I didn’t even know that\r\nthey could make them so small! When he\r\nwas six months old, he was aided. There\r\nwas no reaction like the cute videos that make their rounds on social\r\nmedia. We then made an appointment to\r\ndiscuss the Cochlear Implant process. \r\nUnfortunately, because of other health concerns that he had been facing\r\nat the time, he was not a candidate. Fast\r\nforward a few years, the idea what brought up over dinner with my family. Again, we made an appointment, but it needed\r\nto be moved around for several different reasons. We felt that it had been a sign that it was\r\nnot the right time.
We now jump to January\r\n2015. Thomas was aided with a new, more\r\npowerful set of hearing aids. After not\r\nresponding to them in any way, my husband and I felt that it was time to\r\nseriously pursue the possibility of an implant. \r\nWe spent many hours making pros and cons lists, researching, asking\r\nadvice from parents who had made the decision for their children, even going as\r\nfar as asking strangers that we noticed wearing implants. I made an appointment for him and we began\r\nthe process. We first met with his\r\nENT. He gave us a list of things that\r\nneeded to be completed before they would consider him for candidacy. It almost seemed like we were on a scavenger hunt! I immediately made an appointment for his\r\nMRI, his meeting with the neuropsychologist and the speech therapist. He passed those with flying colors and was\r\nindeed a candidate for the implant.
Surgery was scheduled for\r\nOctober 5, 2015. My husband and I took\r\nhim down to a hotel the night before. He\r\nknew something was up when we arrived at the hotel…without his big\r\nsisters! Monday morning came and we took\r\nhim to the hospital. He was such a brave\r\nlittle boy. I was so proud of him. The surgery lasted three hours and he made it\r\nthrough as good as could have been expected. \r\nMy heart absolutely broke seeing him for the first time after\r\nsurgery. I truly second guessed having\r\nmade the decision to have him implanted. \r\nWatching him in pain was heart wrenching, but I was hopeful that the end\r\nresult would outweigh any of the discomfort that he was feeling at the\r\ntime. He came home the next day and\r\nstayed home from school for the rest of the week. He did really well with the healing\r\nprocess. I was very pleased with the\r\noutcome. The audiologist allowed us to\r\nborrow a model implant so that he could practice wearing it, almost as to desensitize\r\nhim so that he wouldn’t fuss with them. \r\nSurprisingly he let them alone.
Now, as I sit here on this\r\nwarm fall evening, a rarity for November in Pennsylvania, I write with anticipation,\r\nas Thomas’ Cochlear Implant will be activated tomorrow! It is almost the same feeling I had the\r\nnights before my children made their entrances into the world. The dreaming, the hoping, the thoughts of\r\nwhat should I say to my son the first time that he hears my voice? I am realistic that he won’t understand my\r\nwords. I understand that it will be\r\nscary…not only for him, but for my entire family! This is the start of a (huge) new chapter in\r\nthe book that we call life. And I couldn’t\r\nbe more excited to write this with him.
The most important piece of\r\nadvice that I could give another parent about making the decision to have their\r\nchild implanted is that they need to take their time. Be sure that this is what is right for your\r\nchild. Ask questions…lots of\r\nquestions! Do your research. Make a list of pros and cons. Be realistic. \r\nThis is not a cure for deafness, but it has potential to be life\r\nchanging for your child. Be confident in\r\nthe decision that you make. Don’t let\r\nothers make you feel guilty for the decision. \r\nAnd most importantly, have hope!
I look forward to sharing\r\nthe results with you tomorrow. Stay\r\ntuned!
","userID":6542,"timestamp":"2015-11-04T18:46:21.89","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1094,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":26,"collectionID":23,"postID":6847,"quote":"For those of you who are considering Cochlear Implants. A parent perspective."}]}},{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47","Post":{"postID":6848,"title":"ASHA Convention: Launching a Virtual Community of Practice: Improving AAC Intervention Through Online Collaboration","body":"We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4363,"postID":6857,"userID":2023,"timestamp":"2015-11-12T08:28:14.393","Post":{"postID":6857,"title":"Cuadernos de comunicación para hospitales; Communication Books in hospitals","body":"Hola¡¡
Hace algunos años, desde el CEAPAT (Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas. España) llevamos a cabo proyecto para facilitar la comunicación en el entorno hospitalario. De ese proyecto surgieron varios cuadernos de comunicación que quiero compartir con vosotros.
Cuaderno de comunicación en castellano, euskera, catalán, gallego, portugués brasileño y rumano: http://goo.gl/qqLHUH
Cuaderno diseñado para personas con discapacidad intelectual: http://goo.gl/aLdhks
Cuaderno diseñado para personas con afasia: http://goo.gl/DmVN8i
¡¡Saludos desde España!!
Clara
ENGLISH
Some years ago, and from CEAPAT (National Center of Personal Autonomy and Tecnical Aids in Spain), we carried out a project about Augmentative&Alternative Communication in hospitals . As a result of that project, we published some communication books for people who are in hospitals or have an medical appointment.
I would like to share with you these communication books
Communication book in Castilian, Basque, Catalan, Galician, Brazilian Portuguese and Romanian: http://goo.gl/qqLHUH
Communication book designed for people with intellectual disabilities: http://goo.gl/aLdhks
Communication book designed for people with aphasia: http://goo.gl/DmVN8i
Grettings from Spain¡¡¡
Clara
","userID":3268,"timestamp":"2015-11-10T02:01:24.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":283,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4364,"postID":6860,"userID":2023,"timestamp":"2015-11-12T08:33:16.537","Post":{"postID":6860,"title":"Using the Matrix for goals","body":"Hello All,
I am doing the first IEP for a student in my new classroom. I am excited about using the Matrix as a guide to seeing how far this student has come since the last Matrix, and to use it to help me develop goals that will help my student maintain and/or gain a level in his communication. I'll keep you posted!!!
The definition of courage is the quality of mind or spirt\r\nthat enables a person to face difficulty, danger, pain, etc. without fear; another\r\nword for it is bravery. When I hear the\r\nword courage, I often times think of the Cowardly Lion from The Wizard of Oz (I\r\nhave included the video clip of his courage speech). He drew upon the courage that he didn’t know was\r\nalready deep down inside of himself and overcame his fears to help Dorothy\r\ndefeat the Wicked Witch!
The second person I think of when I hear the word courage is\r\nmy son, Thomas. It takes a healthy dose\r\nof courage for him just to get up every morning and face the uncertainty of the\r\nday before him. Who will he\r\nencounter? What will the world throw his\r\nway? Will his sister have mindlessly left her baby\r\ndoll in his path? Every day he shows his\r\ncourage to the world in so many ways.
This all leads me to third group of people who exude true\r\ncourage, namely the special individuals who have chosen to work with my son and\r\nothers like him. These people include\r\nthe dedicated classroom teacher who successfully manages the entire enterprise\r\nbut still makes sure that Thomas has the light up toys in his busy box; the attentive\r\ndeaf/hard of hearing teacher who tirelessly builds lego houses; the committed teacher\r\nof the visually impaired who allows him to roughly practice with the Brailler;\r\nthe compassionate speech teacher who, knowing that Thomas learns tactilely, draws\r\nshapes on his back as she says the word and signs it; the kind-hearted occupational\r\ntherapist who is splattered by pudding and applesauce while patiently teaching\r\nhim to use a spoon; the fun-loving physical therapist who willingly rides down\r\nthe sliding board with him on the playground; the patient orientation and\r\nmobility specialist who most assuredly endures an innumerable number of blows\r\nto his shins as he teaches Thomas to use his red-tipped cane; the persevering paraprofessional\r\nin the role of the intervener who works so closely with him all day long…every\r\nday of the week. These people chose this\r\npath, and to me, that is courageous! I\r\nknow how difficult our daily routines can be, so it has to be at least a little\r\ndaunting for them as well.
These individuals do their work without frequent expressions\r\nof thanks, and maybe that is just how they want it, but I need them to know how\r\nmuch I appreciate the small (and grand) things they do for my son. I try to always give credit where credit is\r\ndue, and although the names and faces have changed over the years, many\r\ndedicated individuals have each played a part in how far along he has\r\ncome. It may be that, like me, every\r\nmorning they get up and have to give themselves a pep-talk just like the Cowardly\r\nLion. Whatever it takes, right? In the end, however, it is clear that their\r\ncourage is mighty and the work which demonstrates such bravery is invaluable to\r\nour children and should be recognized as such by us all.
","userID":6542,"timestamp":"2015-11-09T15:24:43.02","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":2534,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":59,"collectionID":52,"postID":6856,"quote":"So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs."}]}},{"starID":4371,"postID":6871,"userID":2023,"timestamp":"2015-11-18T15:36:22.187","Post":{"postID":6871,"title":"Swimming and Hydro Language Support","body":"Hello!
Just wanted to share some language support that I have created, will laminate, and plan to utilize in our swimming and hydro programs~~which we participate in each week.
Edit and use as you would like! :)
","userID":3157,"timestamp":"2015-11-17T15:25:13.883","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4376,"postID":6879,"userID":2023,"timestamp":"2015-11-24T12:51:24.927","Post":{"postID":6879,"title":"Effective Communication","body":"Open communication has been utterly\r\nindispensable within our partnership with our son Thomas’ educational teams. Over the years we have had several different\r\nteams. The members of which have\r\naveraged 7-8 professionals, in addition to us, his parents. Given these many moving pieces, so to speak, we\r\nhave always had to make specific efforts to ensure that everybody stayed on the\r\nsame page, moving in the right direction together. These strategies included communicating\r\ndirectly with each provider and asking that they do the same with other team\r\nmembers in the same way, preparation for and attendance at regular table\r\nmeetings, daily log books, invitations to communicate via email as often as\r\nneed in between meetings and, perhaps most importantly, an agreement to\r\nmaintain an openness to honest feedback and suggestions from all other team\r\nmembers. While some team members have\r\nembodied this more than others, overall we have found that the professionals\r\nhave reciprocated our respect for their professional opinion by their\r\nwillingness to listen to and consider our unique perspective parents.
How have you effectively communicated with your students’ team? What challenges have you experienced in this regard and how have you worked to overcome them? \r\nWhat advice would you offer\r\nfor maintaining clear and open lines of communication with your students’\r\nteams?
","userID":6542,"timestamp":"2015-11-22T17:30:50.657","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host:","show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4381,"postID":6887,"userID":2023,"timestamp":"2015-11-30T10:44:44.7","Post":{"postID":6887,"title":"Sensory Baking","body":"One of my fondest memories\r\nfrom childhood is baking\r\npumpkin cookies with my mom and sisters. This is a tradition that I now keep with my own children. It is also the perfect time for actively using\r\nall of our senses! With Thomas' dual sensory loss, my daughters, Anna and\r\nClare, and I have become creative with all of the steps in the process. The\r\ngirls patiently allow him to touch, smell (and when appropriate) taste the\r\ntools and ingredients that will be used. \r\nThis makes him a full participant in the activity. We also provide him with a great deal of language,\r\nboth spoken and signed, as it is a natural environment to introduce new\r\nvocabulary and practice words and phrases with which he is already familiar. Sure, it makes a bit of a mess but, more\r\nimportantly, it also makes treasured memories by giving us a chance to do something\r\nwonderful together.
Please enjoy the video!
Happy Thanksgiving!
","userID":6542,"timestamp":"2015-11-25T17:44:29.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From November 2015's Guest Host","show":true,"views":1074,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":52,"collectionID":23,"postID":6887,"quote":"What fun to bake together. Who gets to lick the bowl?"},{"collectionItemID":169,"collectionID":103,"postID":6887,"quote":"Shelley is such a strong parent leader. Here she shares a holiday memory where her son is involved in holiday baking with his siblings."}]}},{"starID":4397,"postID":6904,"userID":2023,"timestamp":"2015-12-07T12:56:42.66","Post":{"postID":6904,"title":"My DeafBlind Son Signed \"MOM\" and \"DAD\"!","body":"It was an exciting day last Friday, December 4th! Orion signed \"MOM\" and \"DAD\"!
I always visualized that I would be a happy sobbing mess the day he finally signs \"MOM\". I didn't. I was so in the moment, affirming his communication and laughing with him!
Also, America's Next Top Model had the final show of their final season where a Deaf, ASL-using model came out on top the winner. We were ecstatic!
In both storylines, consistency and perseverance were the key to the milestones. More on these exciting experiences and important tips for vocabulary consistency and concept development can be read at 'A Mom's Musings', http://hexwit.blogspot.com/2015/12/perseverence-co...
","userID":6476,"timestamp":"2015-12-07T12:48:15.687","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"From December's Moderator","show":true,"views":1517,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":4398,"postID":6903,"userID":2023,"timestamp":"2015-12-07T12:57:32.01","Post":{"postID":6903,"title":"Literacy for those with Complex Communication Needs great web stream! ","body":"I am hoping this is visible to you! Absolutely fantastic!
Check out this precious conversation without words that took place two Decembers ago. Turn taking is a communication skill. Not only that, they truly connected with one another and enjoyed it. Vocabulary shouldn't be the only goal you have with your child or student, but connection, motivation, play and trust should be, too. In that case, you'll end up building a stronger foundation for communication opportunities, concept development and a happier kid!
(Video summary: Orion, our snowy-haired DeafBlind son (then 3.5 years old), and Dad take turns \"piano\" tapping on each other's heads. This video compiles clips of the same kind of tactile turn-taking from two different times in December 2013.)
","userID":6476,"timestamp":"2015-12-08T18:03:16.933","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":6476,"justification":"Conversations can precede words.","show":true,"views":2378,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":107,"collectionID":81,"postID":6913,"quote":"Conversations can precede words."},{"collectionItemID":148,"collectionID":93,"postID":6913,"quote":"A tactile conversation"}]}},{"starID":5401,"postID":7908,"userID":2023,"timestamp":"2015-12-10T10:19:08.677","Post":{"postID":7908,"title":"Happy Holidays!","body":"From Wing Lake Developmental Center in Bloomfield Hills, Michigan!!
","userID":2020,"timestamp":"2015-12-09T11:41:16.08","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":114,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5402,"postID":7909,"userID":2023,"timestamp":"2015-12-10T10:19:49.143","Post":{"postID":7909,"title":"Why Communicate? by Kate Ahern, Closing the Gap Oct, 2015","body":"I am sharing because I thought this was a nice image & schematic representation.
","userID":2020,"timestamp":"2015-12-09T11:50:54.387","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1213,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5403,"postID":7910,"userID":2023,"timestamp":"2015-12-10T10:20:53.237","Post":{"postID":7910,"title":"Pulsadores hechos con impresora 3D; Switches made with 3D printer","body":"Hola¡¡
Hoy quiero compartir con vosotros información sobre pulsadores y otras adaptaciones que hacemos en CEAPAT, (www.ceapat.es) en España, utilizando una impresora 3D.
El enlace es: http://goo.gl/siYcdn
Podéis descargar los diseños para realizar vuestros pulsadores y adecuarlos a las personas con discapacidad que utilizan este tipo de acceso para manejar un comunicador con un sistema barrido o un juguete.
¡¡Espero que os sea de mucha utilidad!!
In English:
Hi¡¡
Today I would like to share with you some information about switches and other adaptations that we make in CEAPAT (www.ceapat.es) in Spain, using a 3D printer.
The link is: http://goo.gl/siYcdn
You can download the design of each switch and adapt it to people with disabilities who use this type of device to control a communicator with a scanning system or an adapted toy.
I hope you find them useful ¡¡
I wanted to share this insightful and rich post a friend, Shannon McLennan, wrote on Facebook. Her daughter, Oliana, has severe bilateral microphthalmia (what my son Orion has, too) and autism. I loved that she talks about feeling her daughter's love in a different way, without words. Below are her pearls...
December 6, 2012\"So I'm reading this amazing book called Bloom. It's about \"finding beauty in the unexpected\". A mother who gives birth to a baby girl with Down Syndrome. I am immediately transported back 5 1/2 years to my own delivery room looking into the face of my own baby girl and knowing that something was wrong. Finding out that she was blind. What I would give to let that terrified Shannon 5 years ago, in on a little secret. It would all be ok. To whisper in her ear, \"You will eventually become a better mother and person because of this. It doesn't matter that she will not say 'I love you mommy' or look you in the eye with complete adoration. Because you will feel her love when she wraps her arms around your neck and pulls you in close. You will see the love on her face when you give her tickles and kisses and snuggle her close. You will learn a completely different way love can be expressed and it is beautiful and it is perfect.”
Oli cannot hide her feelings or pretend to feel something that she doesn't. So when she has strong feelings they are written all over her face and in her body language. I know exactly what she is feeling without her ever saying a word. It is a perfect little dance that we have develped over the past 5 1/2 years. She may never be able to tell me that she loves me in words but I will never doubt the love that she has for me. She shows me every single day. I was so afraid after she was born because I didn't know how I would know how she felt if I couldn't see her eyes. Now I know that is completely ridiculous. That the eyes are NOT in fact, the windows to the soul. They are merely easy window shopping for people not all that interested in actually going into the store and seeing what they really have to offer.\"
Multimedia is an entertaining and engaging way to enhance learning and entertainment. The question is how do we make it accessible for all consumers? When it comes to video, the most well known form of access is closed captioning. Closed captioning, while being a vital and important step to media access, is not the solution to access for all individuals. Here is where media description comes into play. The two most common forms of description are image and video description. This focus of this post is audio description for video. Those who are blind or deaf-blind benefit greatly from audio description. This can apply to videos for both education and leisure.
Web aim describes audio description as follows:
“[audio descriptions]...provide additional information about what is visible on the screen. This allows video content to be accessible to those with visual disabilities……Audio descriptions are helpful on the web if visual content in web video provides important content not available through the audio alone.”
Below is a link to an example video emphasizing the difference of what the experience of video is like both with and without audio description.
Transcript of clip:
Title: What is Description?
(0:00-0:06) The following clip is intended to simulate the experience of a student who is blind or visually impaired
(0:07)- [car approaching]
(0:09)- [engine stops]
(0:11)- [birds chirping]
(0:16)-[light music]
(0:20)-[car door shuts]
(0:26)-[footsteps approaching]
(0:30)- man: Good morning.
(0:39-0:48)-The following is the same clip, but description has been provided to describe visuals, actions, and settings not conveyed in the existing narration.
(0:48-0:52)-Male describer: A yellow Beetle pulls up, and Lisa glances up momentarily before looking down.
(0:55-1:00)-Then the car door opens and the driver’s foot appears, clad in a clean white loafer and an Argyle sock.
(1:00-1:03)- Lisa looks up again and does a double take
(1:04)-[car door slams]
(1:06-1:09)- describer: Her mouth drops open, and she stares towards the car.
(1:10)-[footsteps approaching]
(1:12-1:13)- man: Good morning.
(1:14-1:17) describer: She gazes fixedly as the figure passes her.
End of clip
The second portion of the clip clearly provides more detailed and pertinent information to allow the consumer a full grasp of the clip including the more nuanced information and behavior. Daniel Sanford, a 12 year old boy who is blind describes his first-hand experience with audio description:
“Before using it I would have to ask a lot of questions like, ‘What’s going on in this part?’ and I needed others’ help to know what was happening on the screen. Now I am happy when I use it [audio description] because I don’t have to ask others for help to know what’s going on and can experience the movie for myself”
(He later mentioned his excitement in seeing the new Star Wars movie thanks to description technology!)
If you are wondering how you can make video more accessible for your students or children, here are some options:
The Communication Matrix online community is a powerful unit made of educators, family members, and support providers. You can utilize the influence you have to move us a step closer to equity in the media. Spreading awareness of its’ need can transform the current precedent and make description a commonplace means of access. Spread the message of Audio Description today!
#DCMP #ADP #AudioDescription
","userID":8674,"timestamp":"2015-12-19T23:12:26.6","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":764,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5421,"postID":7946,"userID":2023,"timestamp":"2016-01-08T14:13:55.83","Post":{"postID":7946,"title":"The danger in doing the right things, but measuring the wrong thing.","body":"Have you ever felt like you were doing everything you possibly could to help your child or student communicate, and yet felt frustrated by the slowness of their language development? Have you ever felt like you weren't doing enough to help your child or student communicate?
I think at times, everyone on Dylan's team - including me - has felt both of these emotions; frustration with his lack of progress and self-doubt or self-blame. Clearly my son, Dylan, was a skilled communicator with those who knew him and what his body actions, patterns, and nuances meant. But naming things, initiating signs, and expressing choice were far more challenging, in spite of the team's focus on these very areas in each of his IEPs and related educational interventions.
When Dylan was 10, we completed the Communication Matrix for the first time. Ah ha, I thought. Perhaps we have been doing the right things, but measuring the wrong things. His Matrix showed mastery through Level 3, reflecting his skill as an unconventional communicator. When looking at his IEP goals, it was clear they were all focused at Level 7, Language. The mismatch was clear for us all to see. Yet, it also showed the vast array of language development skills in the levels between Unconventional Communication and Formal Language, with each providing an opportunity to support Dylan's expertise as a communicator.
Over the next nine years, the Communication Matrix has been our guide. It's shown progress, regression, and further progress, yet with each update, it has given us the opportunity to acknowledge and celebrate Dylan's communicative strengths and our successes in supporting his language development. These updates have also shown where Dylan can use more support and where we've been off track with our interactions, interventions, or expressive language goals, and helped us redirect our efforts.
Dylan's story is not unique, particularly for those who are Deafblind. As natural as it is to focus on formal language as our communication goals, it is easy for all to be frustrated when these goals are not met year after year. Why is the student not meeting their language goals? Are the interventions appropriate for the student's level, but the goals not? By using the Communication Matrix, teams can identify what level the child is communicating at, and explore where they can best target their supports, and measure progress. In this way, progress towards formal language is more likely to be seen and celebrated along the way, which is far more fun and rewarding for all.
I was talking with Dylan’s Intervener this week about the Communication Matrix and how initiation is such a key aspect of expressive communication. We’ve found it to be so easy to get in the trap of counting all of Dylan’s signed words as “language”—level 7 on the Matrix—but when we step back we find these signs are often imitations, even delayed imitations of something we had signed quite a bit earlier. Using the matrix helps us recognize when Dylan has moved from imitation to initiation with any of his forms of communication, although this post will primarily focus on the imitation or initiation of formal signs or words.
Now I’m not saying imitation is bad, it is an important, essential step in language development, and when Dylan finally got to the point where he was imitating anything and everything around him we (his school team) were ecstatic.
You see, for many years Dylan initiated topics by his actions, such as looking at light through a Dasani water bottle. To share in this topic with him, we would get a water bottle and move it and look through it the same way Dylan did. As time went on, we could make a change and he would follow us. But this new “monkey see, monkey do” stage of imitation was exciting because it showed the shift in his attention to what we were doing. My attention would be directed elsewhere, then I would notice Dylan looking at me and sitting in my exact position, including attempting to match my facial expression, and even my signs. As I moved, he moved. His gaze and imitation of me, invited me to “talk” with him through imitation games and copying fingerspelling and signs (American Sign Language.) The shared attention and reciprocity was, and is, fun and gives us the ability to share in “conversation” and relationship about topics that are present in the here and now.
Now Dylan can sign many words that he’s learned through imitation. The trick is in the evaluation of his expressive language as he uses those signs. Is he answering a question, such as “more” or “finished” or modeling my signing of those words? Is he imitating my signing of a word, such as
Take the phrase, “want different movie.” In attempting to help Dylan learn language, we paired a sign language model with his body movements that indicated he wanted help changing his VHS movies. Through imitation, he learned to sign, “want different movie,” a three-word phrase. Then came the day shortly after when we were in the community doing something that Dylan didn’t want to do, and he signed, “want-different-movie.” Apparently to Dylan the phrase meant, “I want something different” and had nothing to do with movies. Many, many years later, Dylan can now get our attention through vocalizing or hand motions, sign “want different movie” and point to the TV, clearly communicating, “I want a different movie.” (And yes, some days he even changes it himself, but that’s a different story.)
It’s important to remember that imitation is the model for formal language and provides a way to expand expressive communicative intent and interaction in the here and now, whereas initiation allows the active use of communication in an ever changing, dynamic world. When the student is at the level of imitating signs, the adult is most often determining the topic of conversation. At the initiation level, the student has the ability to gain a communication partner’s attention and direct the partner’s attention to his or her own desired topics.
At 19, Dylan is just now beginning to initiate signs, such as ball to request a familiar item that wasn’t in it’s typical place, a person’s sign name as he gets ready to open the door to go see her, want finished as he was being offered an opportunity for more swinging. These initiations of signed words allow Dylan to let us know what or whom he is thinking about, so we can now talk about things that are not in the immediate here and now.
Through each stage, we’ve moved from Dylan initiating at one level, and us modeling the next. Then he’d make the jump to initiating at that level and we would imitate the next. At each level relationship and reciprocity has been our focus, allowing us to enjoy each step along the way. And yes, when Dylan got up on his knees, reached his arm towards his Intervener, and signed ball, to ask her to go and get the ball from the other room, we celebrated the new level of control this new form of communication provides him, just as we’d celebrated each jump along the way.
In lieu of a photo imagine this.
10-year old Dylan is lying on his back holding a new soccer ball. Roy, Dylan's Dad is leaning over him signing ball as Dylan looks intently on. With a hand on each side of the ball, Dylan's hands perfectly match his father's hands. I'm sorry to say I don't have a photo of the moment, ten years later when Dylan first initiated a request for a ball.
","userID":8708,"timestamp":"2016-01-13T12:26:32.057","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":1273,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5429,"postID":7964,"userID":2023,"timestamp":"2016-01-20T09:11:41.473","Post":{"postID":7964,"title":"Tactual sign language to support visual sign language","body":"I remember the first time I felt Dylan’s hands on mine as I\r\nsigned to him, and how quickly his attention shifted to that signing and my face. He was three years old, and we were walking\r\ndown the path outside of his preschool. \r\nAt last there was shared attention with which to foster relationship and\r\ncommunication. I can’t tell you the joy\r\nI felt in that moment.
We had been modeling visual sign language since Dylan was\r\nonly a few months old, but he was not initiating signs on his own, or even\r\ncopying our signs. I’d been advised to\r\ntake my hand and form his into the proper hand shape and guide his hand and arm\r\nthrough the proper movement—my hand on top, my hand in control. Well, I don’t know about your kids or\r\nstudents, but Dylan did not respond well to this. Each time I tried, he would withdraw his\r\nhands from mine and turn away. There he\r\nwas with his hands fisted against his chest and his head turned away from\r\nmine. Not exactly the shared\r\ncommunication and relationship I was aiming for.
I’ve always been a follow Dylan’s lead kind of mom. When he didn’t relax into my shoulder to\r\ncuddle as my other babies had done, I learned to hold him facing out. When he didn’t like to snuggle in my arms, I\r\nlearned he responded better to my nurturing, with my sitting next to him and\r\ntouching him rather than me holding him. \r\n(Who knows perhaps he needed to see me or see out where we were\r\ngoing.) The point being, if I had\r\npersisted in trying to parent him as I had my other children, we would both have\r\nbeen frustrated. Instead, we enjoyed a\r\nresponsive, communicative relationship. Dylan’s\r\ncommunications - cries, withdrawal, relaxation, smiles - were noticed and\r\nresponded to, and I think he learned he could trust me to respond to his\r\ncommunication about what was working for him.
But how was I to help us move beyond touch and body language\r\nto communicating through words? Having\r\nDylan withdraw and turn away as I tried to form his hands into signs or words\r\ndid not fit at all with our existing communication style and relationship, but he\r\nwasn’t responding to my visual sign even though it seemed he had adequate\r\nvision to see it. What was the answer?
Next thing I knew there I was with Dylan; I put my hands\r\nunder his and started to sign something and he didn’t pull away. Even better, his eyes came towards my face\r\nand to our hands, giving me that sense of connection and relationship I\r\nwanted. It was much later that I learned\r\nthat touching the palms of both hands triggers an orienting reflex. It is a protective reflex that says pay\r\nattention to what is touching your hands. \r\nSo for the first time, as I signed, Dylan’s brain was tuned in to what\r\nwas happening. I knew then that this\r\nwould be the way that we could continue the touch and body language driven relationship\r\nand communication we had and help move his language development to a higher\r\nlevel. And as is true with hand-under-hand\r\nused for other purposes, the hands have helped Dylan to see, and allowed him control\r\nof the input and movement.
Over the years, the hardest part about tactual sign has been\r\nthe impression that Dylan gets adequate information visually to learn language\r\nand concepts so doesn’t need tactual sign. \r\nWhen we adults see him navigate the world as a sighted person, it is\r\neasy to think that he can understand what we are signing to him the same way he\r\nvisually knows when the sidewalk ends and the grass starts or how to find his\r\nway around on a very large campus. We\r\nforget that the brain needs information from 2 or more senses to form\r\nconcepts. We forget that pairing touch\r\nand vision help Dylan’s brain hold onto what he has seen, so he can use that\r\ninformation and learn from it. Then over\r\ntime with enough repetition, Dylan does learn the visual sign and with\r\nfamiliarity of the sign and use of it in routine, the touch can be faded away. As with everything else with Dylan, it is a\r\nfine line in expecting him to rise to the challenge of using his vision, and\r\nrecognizing that sometimes he still needs the tactual support to use his vision\r\nmore effectively and with less fatigue.
My older children had bedtime songs that I sang to them\r\nevery night. For Dylan, I signed the\r\nsame songs. This was a very familiar\r\npart of our routine, and he seemed to be connected with the process. Then one day I needed a photo or video of\r\ntactual sign as an example for a presentation the next day. I asked Roy to video the bedtime songs that\r\nnight and for the first time offered my hands to Dylan before I started. Reaching out and placing his hands on top of\r\nmine, Dylan accepted my invitation and together we started signing, hands to\r\nhands, eyes to eyes, and heart to heart. \r\nPart way through, Dylan lifted his left hand off of mine and began to\r\nsign with me. There it was, from passive to active through the simple act of\r\npairing touch with the vision, even in familiar routines, with familiar signs. I was reminded of how often I thought his\r\nvision was enough.
Even now, as Dylan is so into watching and imitating signs,\r\ntactual sign is woven throughout the day. \r\nIn the past, I had to remember to offer tactual sign. Now, by reaching for my hand, Dylan lets me\r\nknow when he needs the touch to get more information or to rest his eyes. Talk with me this action says, and I do.
","userID":8708,"timestamp":"2016-01-19T16:46:02.31","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":630,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5431,"postID":7959,"userID":2023,"timestamp":"2016-01-20T09:20:54.667","Post":{"postID":7959,"title":"From choice to voice","body":"Dylan’s expressive language development has been a slow\r\nprocess filled with lots of patience and consistency, before suddenly a new way\r\nof communicating would emerge, sometimes even many years later. Can you relate?
One example is the use of Dylan’s picture symbols. Dylan has receptively understood key symbols\r\nfor years and they have been very effective as part of his anticipation\r\ncalendar. Since his earliest IEP’s, a\r\nroutine has been incorporated into his calendar routine that allows for choice\r\nmaking, yet Dylan did not point to or hand us a symbol to express his\r\nchoice. He did push away the symbol he\r\ndid not want. (Yes, the Communication\r\nMatrix clearly shows that expression of refusal comes before expression of\r\nwant.)
Then one day at home, when a choice was offered, he\r\nnonchalantly reached out, took the symbol he wanted and handed it to his\r\nIntervener. With our mouths hitting the\r\nfloor, we quickly honored that choice, as we wondered if today was a fluke or\r\nif he would do it again. Over the next\r\nweek it became clear that Dylan had made the jump. He was now consistently choosing the symbol\r\nhe did want. We asked ourselves, what\r\nare we doing differently that he is now expressing his preferred choice? Is there something we could have done earlier\r\nthat would have helped him make the jump sooner?
The only answer I can come up with is control. Many of you may be familiar with the adage,\r\nfollow the child. At 17, an educational program\r\nwas set up for Dylan with following Dylan’s interests at the center. Our curriculum was created around his primary\r\ninterest - Dasani water bottles. We\r\nincorporated the receptive modes of communication that were working for him, picture\r\nsymbols, co-drawn symbols, visual American Sign Language, co-sign, and\r\nco-drawing, into our interactions. We\r\nset up the environment to maximize his vision and meet his sensory needs,\r\nestablished routines, and continued use of deafblind principles and practices\r\nthat are essential for Dylan’s learning.
Yes, we started with his likes, but our responses were\r\ndependent on what Dylan’s body communicated was working for him and what\r\nwasn’t. As we adapted an activity, or\r\ncontinued a theme, or accepted Dylan’s need to lie down for continued\r\nproductivity, based on these subtle communications, I believe Dylan learned\r\nthat he did have a choice. Then came the\r\nday at home—where the communication routine had not been changed—when Dylan\r\nstarted using symbols to tell us what he wanted to do in his free time.
Everything we’d been doing at home and school before the new\r\nprogram had been effective communication strategies - we still use these\r\nstrategies. Yet it appears that for\r\nDylan, the increased opportunities for him to experience all levels of his\r\ncommunication being responded to, and the corresponding sense of perceived\r\ncontrol gained from this, have led to Dylan beginning to initiate the use of\r\nhis voice in the world, in new and exciting ways.
In the next posts, I will talk more about Dylan’s\r\ncommunication through co-signing, co-writing, and co-drawing and how those\r\nshared experiences, along with Dylan’s new found self-determination, have helped\r\nexpand Dylan’s ability to communicate about the past, the present, and the\r\nfuture, and to explore new topics.
Description of Dylan’s portable communication system
We found a blue plastic card to provide good contrast and to\r\nbe sturdy enough for lots of use. The\r\nback has Velcro for attaching 2 or 3 symbols for Dylan to choose from. Once he has selected a symbol the card is\r\nturned over and Dylan adds the cue to the sentence strip on the front. The sentence consists of cues that depict how\r\nDylan is traveling (Brown Truck), where he is going (his choice) and who is\r\ngoing with him (Deb and Mom.) A later\r\nversion has symbols for first, second, and third. Underneath is Velcro for Dylan to place 3\r\nsymbols. For example it might say 1st\r\nhorseback riding, 2nd park, 3rd home.
","userID":8708,"timestamp":"2016-01-15T17:41:05.74","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":407,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5433,"postID":7968,"userID":2023,"timestamp":"2016-01-25T09:15:53.023","Post":{"postID":7968,"title":"Should I use 2 different AAC systems together","body":"I am working with a child who has a sophisticated communication device.. The parents and outside therapist chose this device and are committed to using it. The hope is that motor planning will develop over time with repeated use. My observations indicate that this child is at an object level with emergent object-picture association. He does not yet make choices but does have more than one method of refusal. Will I be interfering with his development on the augmentative device his family has chosen to supplement with augmentative supports at an object picture level; especially since choices on his device are limited in scope? I do not want to be disrespectful to his parents' decisions.
","userID":6527,"timestamp":"2016-01-22T12:31:28.14","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":57,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5434,"postID":7969,"userID":2023,"timestamp":"2016-01-25T09:18:51.05","Post":{"postID":7969,"title":"Upcoming Training: Developing Core Communications & Literacy Skills for Yng Children w/ Sev Impairment","body":"Oklahoma folks, if you are know and love Kate Ahern's fabulous blog, Teaching Learners with Multiple Needs, you need to check out her upcoming training,
More info here: https://www.classy.org/tulsa/events/developing-cor... It will be in Tulsa, Oklahoma February 4-5. And the registration cost is only $130!
","userID":6541,"timestamp":"2016-01-22T13:05:00.903","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":128,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5439,"postID":7990,"userID":2023,"timestamp":"2016-02-01T14:30:47.48","Post":{"postID":7990,"title":"Welcome to Literacy Month!","body":"I am Nancy Steele. I am going to be one of the Moderators for the month of February. I am the Lead for a Literacy Initiative with the Deaf-Blind Network. We asked if we could host a Literacy Month with your Community because we know communication and literacy go hand in hand. Both develop on a continuum-and with help, can develop together.
When we share materials with others, they are usually put off by the term deaf-blindness. Our group strongly believes that our strategies go beyond deaf-blindness. Our students are very diverse, so we have a very broad view of what works with students.
Development of the “All Children Can Read” site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.
Contributors reviewed literacy development literature, as well as literature related to literacy learning for:
We built this website on a framework that incorporates the stages of literacy development and key components of reading into instructional strategies for children with diverse challenges. The content is organized around evidence-based strategies identified as being effective in building emergent literacy skills and moving children along a continuum toward independent reading.
Literacy has commonly been defined as the ability to read and write. However, that definition has placed literacy beyond the scope of possibility for some children who have complex sensory, physical or developmental challenges. More recent work in the field of literacy has acknowledged the broader contexts in which literacy takes place and recognized literacy as a right for all individuals. This shift in perspective validates the role literacy plays in enhancing the quality of life for every learner. Literacy expands communication and understanding related to self-help, expressing an interest or participating more fully in the community. Regardless of age or ability, acquiring literacy skills is a question of “how” rather than “if” or “when”.
Our group holds the assumptions listed below and have used them as the basis for designing appropriate literacy instruction.
We invite you to join in conversation this month about communication and literacy. Look at your Communication Matrix forms that you have completed on your learner. We invite you to complete our Literacy Skills Checklist. The Checklist will help you determine where you can find strategies to help your learner on our website. We look forward to having some great discussions with you!
We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5441,"postID":7997,"userID":2023,"timestamp":"2016-02-01T14:31:15.597","Post":{"postID":7997,"title":"AAC Bootcamp - 2-day AAC Conference in Oregon City, Oregon","body":"AAC Bootcamp is a 2-day AAC conference for professionals, educators, parents and anyone providing support to AAC users. Speakers will provide tools for professionals, educators and practitioners to take back to their cleints/students that use AAC. Attendees will learn strategies for implementing AAC, creating communicative opportunities with their students and clients in ways that are relevant and meaningful to the AAC user, how to overcome barriers to successful AAC implementation, and so much more!
February 25th & 26th, 8:00am to 5:00pm
LIVE VIDEO STREAMING IS AVAILABLE FOR THOSE UNABLE TO ATTEND IN PERSON
Bethany Stanley, MS CCC-SLP
Lauren S. Enders, MA CCC-SLP
Erin Sheldon, MS
Robin Shobe, MS CCC-SLP
Claire Powell, MS CCC-SLP
Lucas Steuber, MS CCC-SLP, MA-T
(*subject to change without notice)
14 hours of CEU credits are available.
To register by phone, call 541-408-1092.
**EXHIBITOR OPPORTUNITIES AVAILABLE** Email stephanie@adlersvoice.org for Exhibitor Registration Form
Parking is limited. There are 90 spaces available; carpooling is strongly encouraged. Please allow extra time to park and a 1-2 block walk to the conference center.
**LUNCH IS NOT PROVIDED**
Go to https://aacbootcamp.eventbrite.com to register
","userID":6420,"timestamp":"2016-02-01T12:46:55.463","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-25T00:00:00","eventEndDate":"2016-02-26T00:00:00","moderatorID":null,"justification":null,"show":true,"views":1262,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5446,"postID":7999,"userID":2023,"timestamp":"2016-02-04T11:07:53.26","Post":{"postID":7999,"title":"?Pre-symbolic Literacy Development: Story Telling","body":" Telling\r\nstories are not only an excellent way to connect with someone, it is the\r\nprimary way one person connects with another. People have been connecting for\r\nthousands of years through story telling. It begins the foundation of\r\ncommunication skills. A mother reads stories and sings simple songs over and\r\nover to her child as a way of having a simple conversation with a child before\r\nthe child develops much expressive language. \r\nThe simple rhythm and rhyme, eye contact and facial expression during a\r\nstory or song can help build an emotional bond. This bond becomes stronger as\r\nit is repeated over and over and even becomes predictable. This predictable joy\r\nbrings an emotional closeness giving meaning to the words used in the simple\r\nstory or song.
When a\r\nchild has complex health and learning challenges it can increase the complexity\r\nof connecting with the child in that emotional bonding time. For the child who\r\nhas difficulty hearing the rhythm and rhyme of the song or story he may not respond\r\nas readily. If the child cannot see the facial expressions of the parent or\r\ngive the parent eye contact during this kind of ritual, it makes it more\r\ndifficult to develop this emotional bonding. When a child has limited movement\r\nor no physical way to respond to a caregiver, developing the foundation of\r\ninteractions is increasingly difficult.
How then\r\ncan we begin developing the pre-symbolic literacy skills? Again, singing songs\r\nand telling stories is still very important, but providing accessibility in a\r\nmeaningful way is going to be the trick. When considering the unique situation\r\nfor each child, it will be important to find the sensory system that is\r\npleasurable and learn to be a keen observer. Observing for small changes in skin\r\ncolor, breathing, or muscle twitching can all be clues to help a caregiver to\r\nbegin interacting in a positive, reciprocal manner to build communication\r\nskills from.
See http://literacy.nationaldb.org/index.php/early-emergent-literacy/ for more ideas and details about providing\r\naccess to these kinds of interactions and building trusting relationships.
Building a trusting relationship\r\nwith others is the foundation and reason we need to communicate. Without this\r\nrelationship, there is no need to develop communication skills and thus no need\r\nfor literacy. However, we are built for sharing our lives with others. We all\r\nhave an innate need to connect. When we can develop these relationships, we\r\ngrow in many ways. Everyday activities can help us develop these relationships\r\nand communication skills. When a person helps set the table, loading the\r\ndishwasher, feeding a pet, or listening to music are all ways we can share\r\nexperiences. These shared experiences build a foundation of trust and\r\nconnection. This emotional connection is the foundation for early literacy\r\nskills. For more information, see http://literacy.nationaldb.org/index.php/building-a-foundation/
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nEncouraging basic turn taking and\r\ninteractions with favorite materials is an excellent way to develop\r\npre-symbolic communication. The videos on this section of NCDB’s website can\r\ngive you an idea of pre-symbolic communication skills to work on. The item the\r\nteacher is using can be exchanged with any item preferred by the student. https://nationaldb.org/pages/show/teaching-prelinguistic-communication?cms=true
Do you know of an individual who does not yet have a reliable mode of communication?
Does\r\n this individual also have complex sensory and motor challenges that \r\nmake traditional communication very difficult to assess? We did too… \r\nand that is why we are trying a process called Communication Discovery. \r\n We would love to share a draft version of this process and get feedback\r\n from teams like yours. The Communication Discovery process uses tools \r\nlike the Communication Matrix, Literacy Skills Checklist and others as \r\ndata collection resources for developing a communication profile. Once a\r\n full profile is established the team can use additional online tools to\r\n link skills and needs to features of assistive technology that could be\r\n tried in an effort to establish a reliable, universally understood mode\r\n of communication. Please feel free to download and try this process \r\nwith your team.
","userID":6568,"timestamp":"2016-02-08T11:13:11.787","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":658,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5455,"postID":8021,"userID":2023,"timestamp":"2016-02-10T09:29:42.057","Post":{"postID":8021,"title":"Literacy Initiative with Deaf-Blind Network","body":"Hello, My name is Rose Moehring, Program Coordinator with the SD Deaf-Blind Project. I am happy to be part of this group, called the \"Literacy Initiative with the Deaf-Blind Network\". I have found the Communication Matrix and the NCDB Literacy Website to be very helpful in determining current level of functioning, and providing strategies to improve upon skill levels in both of these areas. For example if you complete the Literacy Checklist, and find that your child's needs are best met at the \"Building A Foundation\" level, you will find a host of strategies including one related to \"embedding opportunities for communication throughout the child's day\". Here you will find detailed information related things to do and things to consider, much of which matches early levels of communication skill development found in the Communication Matrix. I especially like the video examples found on this site, which are helpful explaining particular strategies. If you are at loss of where to start in the area of literacy and want to improve upon your child's communication skills at the same time, then the NCDB Literacy site is a good resource for you!
","userID":3122,"timestamp":"2016-02-10T07:11:52.62","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"","show":true,"views":61,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5456,"postID":8008,"userID":2023,"timestamp":"2016-02-10T09:30:25.263","Post":{"postID":8008,"title":"Aided Language Input","body":"Just sharing my thoughts today: I thought I would post this link. Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC It's an older article (2009) but excellent. No other expectation was placed on the child except that the adult was modeling and embracing the value of a symbol - bringing it into the interaction.The message I take is that when interacting with learners of any alternative/augmentative communication system (any modality) it is so important and quite frankly, a big deal for the adult to share a symbol receptively (and possibly expand on the single symbol used by the child!) It is hoped and expected that learners will grow in their fluency of symbol use. By modeling, mirroring, narrating through the shared use of symbols, (as we talk to our kiddos) we demonstrate that we place a high value on these symbols. These very symbols that will becoming the priceless expressive communication mode of the learner. I am excited that these ideas are finally taking hold with low and high tech AAC systems.
","userID":2020,"timestamp":"2016-02-07T11:45:07.023","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1510,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":398,"collectionID":150,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."},{"collectionItemID":400,"collectionID":153,"postID":8008,"quote":"In this post, Karen shares a link to an article by Kathryn D. R. Drager titled, Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC (2009). This article discusses the importance of aided modeling and discusses the research evidence suggesting aided modeling interventions may be effective for children with autism spectrum disorders (ASD)."}]}},{"starID":5462,"postID":8026,"userID":2023,"timestamp":"2016-02-16T13:24:33.557","Post":{"postID":8026,"title":"Alternative Pencils","body":"Last summer I had the opportunity to go to AAC in the Desert Conference presented in Arizona, by Dr. Caroline Whiteness and Gretchen Hansen. What an awesome conference! I had heard Gretchen Hansen speak before at a National Center on Deaf-Blindness Conference, and was intrigue by the presentation she did on use of Alternative Pencils for Literacy, and I wanted to learn more. If you want to learn more about alternative pencils you may want to check out the Writing section of the NCDB Literacy Website: http://literacy.nationaldb.org/index.php/writing/ Scroll down and watch the video's of Jake and Matthew making use of alternative pencils to read and write. Development of communication skills is essential component for literacy development.
","userID":3122,"timestamp":"2016-02-15T11:52:18.417","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":835,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5463,"postID":8025,"userID":2023,"timestamp":"2016-02-16T13:25:06.283","Post":{"postID":8025,"title":"Relationships, Communication & Literacy","body":"“When\r\nyou look at how kids learn, they learn when something is meaningful to them,\r\nwhen they have a chance to learn through relationships — and that, of course,\r\nhappens through play….. Whereas I\r\nthink a lot of the social-emotional skills are very much linked to learning. I\r\nthink the biggest one is the use of language.” (http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160209 )
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAs the quote above implies, there is a mound\r\nof research that supports using play and social relationships to develop\r\nlanguage and literacy skills. However, for our students who have a variety of\r\nmultiple disabilities, simple play and social interactions can sometimes seem\r\nlike impossible barriers to overcome. Being observant is crucial. Is there an\r\neye blink, a change in color or breathing rate? Is there a certain twitch or\r\nwiggle to indicate pleasure or irritation? These are communication skills whether\r\nthey are intentional or not. If we respond consistently to these behaviors, we\r\nteach communication. Our consistent responses reinforce the attempts at\r\ncommunication and can form those bonds for social-emotional connectedness. This\r\nrelationship is the foundation for communication and literacy development. So\r\nif you are unsure, be a good observer and respond consistently to reinforce the\r\ncommunicative behaviors.
If you\r\nobserve a child’s color turning red, head turning away and you interpret it as\r\nirritation, you take away that stimulus. You are responding with, “oh, that’s\r\nyucky, I don’t want that”. By removing the stimulus, you just reinforce the\r\ncommunication behavior. If you present the stimulus you believe is irritating,\r\nand see the same behavior again, then you know you can keep reinforcing that\r\ncommunicative behavior by removing the stimulus.
Just to be clear. I am not encouraging anyone\r\nto purposefully torture our children with irritating things. However, sometimes\r\nunpleasant things need to be done like wiping a bottom with a cool cloth, or\r\nwashing off a face. My son particularly hated his face being wiped off after a\r\nmeal. So I would let him know the cloth was coming by touching it to his hand,\r\nstate the phrase, “got to clean that yucky face”, then do a quick swipe as he\r\nwould grimace and try to pull his head away. He learned to tolerate it without\r\ngetting outright upset because he knew it would be over soon. Through this\r\neveryday routine, we were building a social relationship, communication and\r\nliteracy skills.
The social relationship piece because I tried\r\nto make it a game by using a silly voice and a quick movement to end the ‘suffering’\r\nas soon as possible. Communication because I used the same process every time,\r\nso it became predictable. In addition, using the washcloth in the same manner, it\r\nbecame the symbol both to communicate and to begin teaching that objects\r\nrepresent ideas and activities. When objects begin to take meaning and\r\nrepresent an idea to a child, then we have begun our journey toward\r\nfoundational literacy skills.
For more on social relationships and literacy\r\nplease visit http://www.pathstoliteracy.org/developing-routines .\r\nScroll to the bottom of the developing routines page for links to even more articles\r\nabout rituals and routines. If you have questions or comments please leave them\r\nbelow.
What about when your student is a\r\nbit older, but is still in early-emergent-literacy stage??? That is a challenge\r\nfor many of us. Providing accessibility for age appropriate content, but\r\ncognitively and linguistically accessible is possible. You are not stuck\r\nreading “Chugga, Chugga, Choo, Choo” forever. Take a look at http://www.pathstoliteracy.org/forum-post/age-appropriate-materials-students-multiple-disabilities\r\nfor a few ideas. Then your imagination is the limit. Take ideas of interest and\r\nmake your own stories. Also, taking field trips and having real experiences,\r\ntaking pictures along the way is a great way to write your own stories that are\r\nmeaningful and help pave the way from pre-symbolic to symbolic literacy.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nAnother excellent way to pave the path from pre-symbolic to\r\nsymbolic literacy is to use calendar systems.
See http://www.pathstoliteracy.org/resources/multi-step-object-calendar-system\r\n
As we continue celebrating “Communication is\r\nLiteracy” this month, I would like to share a bit of my journey over the past\r\n22 years and learning about this concept. My son Jake is a person with very\r\ncomplex communication needs. He has been persistent at teaching me how to\r\ncommunicate. The process of using a wide range of communication systems and\r\ntools over the course of many years, endeavoring to find the right system or\r\ntool has lead him to developing literacy skills.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nWhat I\r\nlearned from Jake (which later I found out the literature supports) are a few\r\nbasic concepts. First, keep learning and communicating fun! Enjoy daily experiences\r\nusing tools and symbols to talk about everyday moments. Second, be a good observer of your child’s\r\nattempts to communicate and respond consistently. As you become aware of\r\npreferences and interests, capitalize on these sensory preferences. Does the\r\nchild respond to sounds more than touch? Does she prefer feeling more than\r\nlooking at an item? What is exciting, music, movement, or lights? Make note of\r\nthese and utilize these avenues to interact as frequently and consistently as\r\npossible. Thirdly, modify materials to meet the learner’s needs. Use objects,\r\ntextures, sounds, movements, lights, colors or anything that is helpful to draw\r\nattention and become important and meaningful. Last, don’t be afraid to try\r\nanything. The worst thing that can happen is that it won’t work. Technology can\r\nbe irritating at times, but it can open doors more often than not. If there is\r\ncost, borrow when you can before buying. Remember that time and consistent\r\ninteraction with other people is the key to developing communication. Using\r\ntechnology for communication does not happen overnight. It is a process that\r\ntakes time and energy.
So many\r\npeople told me that Jake did not need a high end communication device because the\r\nstaff could program things he would want to say in a less expensive device. My\r\nobservations and experiences said, “I can’t predict what he will want to talk\r\nabout! How can anyone else predict what he would want to talk about?” Listen to\r\nyour instincts about the child. The one\r\nwho lives with the child every day is the one who is going to understand his or\r\nher language the best. Play with laptops, iPads, youtube, audiobooks, family\r\nphotos, slide shows on a powerpoint, interactive software, simple switches,\r\netc. Don’t wait “until the child is ready”! I tell you right now, every child\r\nis ready to use technology. The question is access! How is he or she going to\r\naccess it? Work with your OT and Speech Pathologist to problem solve how to\r\naccess technology. There is a way to provide access, it just takes time to figure\r\nout what will work. Remember, the process of figuring out what technology will\r\nand won’t work can be a fun, learning and communication literacy experience in\r\nand of itself. So don’t be afraid to just try, explore and enjoy the world\r\naround you.
For more\r\nabout Jake’s journey from a child expected to be unresponsive to the world to a\r\nchild who is literate see: https://nationaldb.org/pages/show/meet-jake-steinb...
For\r\ninspiration about technology access and options, please look at:
https://nationaldb.org/pages/show/meet-jake-steinb...
http://www.med.unc.edu/ahs/clds/resources/deaf-bli...
Having positive, social communication\r\npartners is essential to the physical and emotional health of all individuals.\r\nWhen having repeated positive interactions through predictable routines, the\r\nfoundation is laid for literacy skill development.
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nRituals and routines are the building blocks\r\nfor social relationships. Songs, poems, books, and other silly gestures,\r\nphrases or movements can become part of an everyday activity making it a\r\nritual. By patting the formula can (or whatever object that is associated with\r\nmeal time) before starting the feeding tube can help make a social connection.\r\nIf done in a consistent, predictable manner, it can become a game to play that\r\nwill strengthen not only the social relationship, but also communication\r\nbetween two people. Using a consistent, predictable rhythm of movement,\r\nposition in the room, or a specific song performed can be another way to\r\ncommunicate a certain routine activity is about to happen like bath time. . See http://www.pathstoliteracy.org/developing-routines for more details.
I had an IEP today where I was able to express excitement for the visual attention my student has been showing us over this last year. Really, really proud of him and it was nice to see his parents pride, too. I am also excited to work on strengthening his visual attention by providing error free choices in so many aspects of his day. Thank you, Matrix and Core Vocab, for guiding me!!!! *This isn't really a question asking post but a smiley happy day post :)
","userID":3132,"timestamp":"2016-03-07T10:29:27.693","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":37,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5492,"postID":8095,"userID":2023,"timestamp":"2016-03-08T09:03:36.067","Post":{"postID":8095,"title":"ProloQuo app","body":"I am a speech language pathologist working in a school in which a number of emergent and early communicators have Proloquo systems on their iPads. I am wondering how others on this forum are feeling about using this app. It seems to require a LOT of time to simplify the preloaded pages and to make it functional, and to add activity-specific vocabulary, although I am amazed at how some of the kids are able to navigate it. Please talk to me about how school based providers have worked on customizing this app for emergent communicators, who are marginally intentional and symbolic. Do you have students who use it as an effective and primary mode of communication?
","userID":3161,"timestamp":"2016-03-07T13:41:16.367","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":100,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5496,"postID":8109,"userID":2023,"timestamp":"2016-03-23T13:54:54.663","Post":{"postID":8109,"title":"Switch play","body":"Hi all! I'm at a confeence where another teacher mentioned what sounds like a super cool site for switch practice. I am not able to log on to it while here it look forward to checking it out! So, I'm sharing without personal experience :). Maybe Google it to find the link? Sorry, not very helpful :/
Tarheelgameplay.org
Hi! My name is Shannon Zywiec, and I am excited to be the blog moderator for several weeks this month. I wanted to take a minute to introduce myself. My career as an Intervener began in 2005, after having worked as a sign language interpreter for one year. Aside from my role as an Intervener, I have also found myself on the \"other side of the IEP table\" with a child who has a speech disability.
Communication Matrix was first introduced to me several years ago by a member of the IEP team for the student whom I was providing Intervener services. We had finally discovered an assessment tool appropriate for our student! Since then, I have been sharing this valuable tool with colleagues and encourage you to do the same!
I look forward to spending the month of April with you!
Shannon
It has been a particularly trying week. The week after spring break, I expected the first day to be rough, but it continued all week. Being the stickler that I am, I stuck to our routine knowing full well that Student would appreciate that consistency in the daily activities. And you know what? It didn't help. After several meltdowns, loads of the preferred sensory input, I was left with a distraught student who I couldn't comfort because I just didn't know what was wrong. This isn't anything new- no, I have seen this all too often with my own son. The frustration of not being able to communicate that SOMETHING was bothering them, maybe it was an itchy tag, or an experience that they wanted to share with me but didn't have the skills to express it. THAT was it.
While getting ready for work in the morning it hit me: I have to get back to the basic skills I was taught so long ago! Communication was our barrier this week, but- was it really? Absolutely not! Formal language, yes-but we were already communicating. I started the day off as I always do, with a friendly smile and warm greeting- it’s a new day and a clean slate. We didn't follow our schedule routine; instead, we sat down together and I watched for pre-intentional and intentional communication. I joined in- Student tapped their finger on desk, so did I; this continued with several movements. The activity is called Resonance Phenomenon (a teaching strategy by van Dijk) and to sum it up, this is an activity that can build rapport with your student as well as lead into turn-taking and communication activities. Before I knew it, we were in the co-active movement phase (van Dijk), taking turns following each others' movements. Student felt my eyebrows and other facial features, I felt theirs. Taking advantage of the opportunity, I turned it into a lesson on body parts and vocabulary! \"You're touching my nose. N-O-S-E. You have a nose, too. I'm touching your nose.\" Student would move to another spot, and we continued. \"That's my ear! I have two! You have two!\" We were moving on up the levels of communication, to conventional communication.
The day ended with the student initiating a hug- an atypical behavior, but one I gladly accepted. It could've been intended as one last firm compression before the bus ride, but I'd like to think of it as the student's way of saying \"Thank you. You understood me today.\" Sometimes we get so wrapped up with working on IEP objectives and the curriculum that we forget to go back to the basics when needed- a trusting relationship with our students, ensuring their sense of safety and security in the classroom, mutual respect. Without those basic human needs, no true learning will take place.
","userID":8827,"timestamp":"2016-04-08T18:49:59.763","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5502,"postID":8121,"userID":2023,"timestamp":"2016-04-12T14:37:40","Post":{"postID":8121,"title":"Link to a nice video on Audition (via facebook)","body":"
I stumbled upon this site through facebook, actually, and found a few very nice graphic videos about various speech systems such as phonation, swallowing, hearing. Most are in French and some are in English. This one explains how the ear functions: Audition. I am in search of other basic training videos (such as dysphagia, typical and atypical swallowing, other topics related to AAC that are more academic in nature.) Anyone know of any on youtube?
","userID":2020,"timestamp":"2016-04-11T09:16:51.623","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":48,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5503,"postID":8123,"userID":2023,"timestamp":"2016-04-13T09:12:58.567","Post":{"postID":8123,"title":"Follow NCDB on Facebook","body":"Do you follow National Center on Deaf-Blindness on Facebook? Even if the population you serve is not deafblind, you'll find their resources handy and you'll be \"in the know\" with some of the latest communication news.
NCDB has recently posted information about Hand Under Hand approach, which is a wonderful way to explore something new with your student/child in a respectful, less intrusive manner compared to the Hand Over Hand approach. Also on their Facebook page, you'll find information on how technology is changing social media for individuals with visual impairment, literacy ideas, and more! Here's the link: https://www.facebook.com/nationaldb/?ref=eyJzaWQiOiIwLjY4NTA1MjI1NjcxMzgwNzMiLCJxcyI6IkpUVkNKVEl5VG1GMGFXOXVZV3dsTWpCRFpXNTBaWElsTWpCUGJpVXlNRVJsWVdZdFFteHBibVJ1WlhOekpUSXlKVFZFIiwiZ3YiOiI5ZDdkZWM2NTliMmU2ZDJkYTQ2NzM1NWNhYmVlM2NhMTYyNDY1YWNkIn0
","userID":8827,"timestamp":"2016-04-12T18:00:05.193","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":19,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5504,"postID":8127,"userID":2023,"timestamp":"2016-04-14T11:01:41.873","Post":{"postID":8127,"title":"Estudio sobre dificultades para aprender idiomas de personas con discapacidad auditiva /Study about the difficulties to learn English (deaf people)","body":"Hola de nuevo¡¡
Quería comentaros que desde el CEAPAT ( Centro de Referencia Estatal de Autonomía Personal y Ayudas Técnicas) en España, estamos realizando un estudio sobre las dificultades que tienen las personas españolas con discapacidad auditiva para aprender idiomas (inglés, francés). Estas personas tienen enormes dificultades para comprender idiomas extranjeros y esta barrera está impidiendo en muchas ocasiones su certificación oficial, así como la superación de determinadas asignaturas en los colegios, institutos y en la Universidad.
Me gustaría conocer vuestra experiencia al respecto, es decir, si conocéis metodologías de enseñanza - aprendizaje a hispano hablantes con discapacidad auditiva que hayan tenido que aprender inglés, qué apoyos tecnológicos han necesitado, qué ajustes son necesarios en la prótesis auditiva, qué diferencias se dan entre personas con discapacidad auditiva oralizadas y personas que utilizan la lengua de signos, si conocéis investigaciones sobre este tema, etc.
Agradezco de antemano la ayuda y vuestras aportaciones¡¡
Un saludo¡¡
ENGLISH VERSION.
Hi¡¡
I would\r\nlike to share you that, from CEAPAT (State Reference Centre for Personal\r\nAutonomy and Technical Aids in Spain), we are carrying out a study about the\r\ndifficulties of Spanish people with hearing disabilities to learn languages\r\n(such as English or French).
These\r\npeople have enormous difficulties to understand foreign languages and many\r\ntimes, this barrier is preventing their official certification and overcoming\r\nof certain subjects in schools, colleges and at the University.
I would\r\nlike to know if you have experience in this issue.
That is, if\r\nyou know methods of teaching English for Spanish speakers with hearing\r\ndisabilities, the technological support that they needed, the settings that\r\nwere necessary in their hearing aids, what differences were there between\r\npeople with hearing disabilities (speakers) and people who use sign language?,\r\nif you know some researches on this topic, etc.
I\r\nappreciate your help and suggestions!!
Hola¡¡
Este post es para compartir con vosotros que el próximo mes de Julio presentaré la Matrix de comunicación en el 9º Encuentro de Tecnologías libres, diseño abierto y adaptaciones elaboradas por usuarios en Albacete (España).
Este encuentro recoge cada año las ideas, proyectos, programas etc., que las personas con discapacidad y personas mayores, así como sus familiares y profesionales, difunden y exponen con el objetivo de intercambiar experiencias y compartir conocimiento.
Así, si queréis participar conmigo contándome vuestra experiencia con la utilización de la Matriz de comunicación, el taller será mucho más enriquecedor.
Aquí os dejo el enlace al encuentro, con la información de los talleres y actividades que realizamos en anteriores ediciones:
Página web del Encuentro de \"Tecnologías de Bajo Coste\"
Gracias de antemano.
ENGLISH VERSION:
Hi¡¡
This post\r\nis to share with you that next July will present “The Matrix of Communication”\r\nat the 9th Meeting of Free Technologies, Open Design and Adaptations developed\r\nby users in Albacete (Spain).
Each year,\r\npeople with disabilities, older people and their families and professionals, present\r\nideas, projects, software, apps, etc., in order to exchange experiences and\r\nshare knowledge.
Therefore,\r\nif you want to join me telling me your experience using Matrix communication, the\r\nworkshop will be much more rewarding and useful.
Here you\r\nhave the link to the meeting, with information on the workshops and activities\r\nwe did in previous editions:
http://www.crmfalbacete.org/recursosbajocoste/presentacion.asp
Thanks in advantage¡¡
","userID":3268,"timestamp":"2016-04-14T02:00:36.737","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":295,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5520,"postID":8183,"userID":2023,"timestamp":"2016-04-26T18:15:27.39","Post":{"postID":8183,"title":"Singing Songs for Engagement and early AAC","body":"Hi everyone! I thought I'd share something we all already do with little ones- but this might help make a few key strategies clear.
Goal: Through music and song, increase engagement.
Materials: (1) Big Step by Step (access switch if needed) (2) Four songs on paper (laminated helps). I am attaching photos of three songs: The Wheels on the Bus, Twinkle Twinkle, Incy Wincy Spider and If you're Happy and you know it Clap your Hands. On the front is simply a picture and the name of the song. On the back are the words.
Matrix Level II: Reinstate pleasurable activity:
The knowledgeable communication partner chooses the song, Sings a line at a time into the big step by step. The child plays the song one line at a time!
Matrix Level III: Makes Choices:
Child uses their means to choose among an array (2) of options: example, Wheels on the Bus & Twinkle Twinkle. The child can reach toward, learn toward, touch, tap, look at, point to the song that they want to hear. Once chosen, everyone in the whole class sings together! The child can also use the big step by step and with the whole class singing ONLY when the sequencer is used, it creates a bigger impact for the child. Up to you!
Enjoy!!
In over three decades of clinical work with beginning communicators, one lesson that I have learned over and over is this: The more our clients understand about the
expectations, the better they are able to learn and enjoy their therapy
sessions or instructional lessons. One of the best ways to help beginning
communicators understand what will take place and what they are expected to do
is through visual supports. Effective use of visual schedules can make an
enormous difference in the outcome of learning sessions.
Listed below are resources that we have used to design and implement visual schedules.
Clear communication is a necessity when teaching students at all grade levels, especially if they have one or more disabilities. I recently co-authored an article with Dana Tarter, an educator who teaches life skills in a resource classroom at Model High School in Rome, GA. The article, which was published in the Summer 2015 Council for Exceptional Children's Visual Impairment and Deafblind Education Quarterly Journal, spotlighted how she teachers math-related life skills. Her students have many obstacles that impede their learning progress. With a no excuse attitude, Dana has adapted and overcome her disability, which is being deafblind. With the help of an intervener to meet her communication needs and a well-structured classroom with high expectations, Dana actively interacts with her students and parents despite being deafblind.
Please click on the following link to read the article. http://dvi.uberflip.com/i/548082-vidbe-quarterly-v...
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Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
“If everyone is moving forward together, then success takes care of itself” Henry Ford
Many individuals with complex communication needs require multiple forms of assistive technology in addition to their augmentative and alternative communication tools. Whenever we work with children who use AAC or other assistive technologies, teamwork among providers is essential. Interdisciplinary teamwork provides many potential benefits to our clients and their team members, whereas practicing in a silo is known to result in overuse, misuse, or underuse of services that would benefit the children we work with. Teamwork across all providers may sound as simple as getting a quick meeting, yet many barriers exist which prevent a strong level of collaboration. Engaging in teamwork can vastly improve the care we provide to our children, and the benefits far outweigh the demands. How many of us in the Community regularly reach out to the providers who see our children?
To illustrate the benefits of teamwork, here is the story of Laura (pseudoname). Laura was a young girl with autism spectrum disorder requiring substantial support in the areas of social communication and restricted and repetitive interests. She used primarily unconventional forms of communication (e.g., hand-guiding) to express her wants and needs. At the age of 7, she had no form of communication which allowed her to express a variety of messages besides guiding others to objects of interest. A former therapist made her several picture symbols, but these were reportedly unsuccessful as Laura would tear them off a Velcro strip and throw them. At our initial evaluation, she demonstrated a strong interest in turning the light switch on and off, and we were able to teach her how to exchange a “light” picture symbol to switch the light. Our department was able to meet virtually with her school team (SLP, Special Educator, Paraprofessionals) to discuss potential strategies of communication, and we collectively decided a PECS-like approach may benefit her. Our department provided a brief training, and we reached a shared vision of where we hoped she would be in the future. Through e-mail exchanges, we consistently updated each other on progress. In her school setting, she was able to achieve hundreds of successful picture exchanges with a variety of partners in various settings; this is something that we could never have achieved in the private one-on-one setting.
I write this piece in hopes of inspiring some and reminding others why teamwork is so critical to the success of our students. Professionals establish goals and envision their 5 year plan to create change that truly make a difference in the child’s future. However, with so many professionals in each of our clients’ lives there may be competing visions for the future. Think of a child you work with who has complex communication needs; now imagine if all of the professionals in that child’s life were on a boat in the middle of a sea. Each individual has a paddle in their hands, and in the distance there are many islands. If each individual paddled towards a different island, they may never reach land. Even if a few chose to work together, they would expend extravagant effort to achieve their vision. Imagine rather if we work together as a full team under a single shared vision, perhaps we could actually achieve our goal faster and with less demand placed on individual team members.
Interdisciplinary teamwork is crucial for a variety of reasons. As Rogers and Nunez (June, 2013) suggest, engaging in interdisciplinary teamwork has the potential to prevent avoidable errors, duplicate services, missed referrals, and overuse/misuse/underuse of services. Copley & Ziviani (2004) suggest that lack of interdisciplinary teamwork in assistive technology evaluations may result in less than comprehensive assessment of individual needs and piecemeal equipment acquisition without consideration in how the equipment will be integrated. Through interdisciplinary teamwork, we have the potential to engage in shared learning experiences to maximize our knowledge of others’ professions while providing education about the scope of our own practice.
In theory this sounds like an easy dream to achieve; simply get all the professionals in the same room at the same time and hash it out, much like an IEP meeting. Yet often missing from those IEP meetings are the private providers and clinical specialists (e.g., ophthalmology, pediatric specialists, audiologists, etc.). Given clinic and teaching loads, administrative barriers, and other time constraints, often one professional assumes the role of liaison between team members. As a result, the entire team loses the opportunity to have an informed interactive discussion, and greater burden falls on the liaison. Even worse, we may fail to achieve a shared vision among all providers.
Interdisciplinary teamwork can be a challenging task, and there are many barriers we must overcome to implement this successfully. Members of the Community have likely experienced these barriers first-hand. What barriers do you feel exist that prevent all relevant stakeholders from being at the table? How is your team planning for five years in the future, and how do you ensure each member of your shares the same vision?
Resources:
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Teamwork is more than just sharing goals and updating colleagues on progress. Teamwork is about candor and collegiality, it is about an equal exchange and a shared benefit, and it is about a reciprocal relationship where learning is paramount and where there is no single “expert.” Teamwork may be described as a feeling as much as an action. Think back to one of your best teamwork moments; what was it that you enjoyed about that experience?
It is no secret that some teams work better than others, but what is it about these teams that sets them apart? Rogers & Nunez (June, 2013) define interdisciplinary teamwork as “a type of work which involves different health and/or social professions who share a team identity and work closely together in an integrated and independent manner to solve problems and deliver services.” A unique feature about this form of work involves sharing a team identity with joint problem solving and service delivery, which is in contrast to teams that come together regularly to provide services but have not established a shared vision (i.e., interprofessional collaboration).
Nancarrow et al. (2013) established a theoretical framework defining the characteristics of effective interdisciplinary teams. According to their study, effective teams:
Within the list of themes, it is likely that each of us can find one or more features that fit with our experiences of effective interdisciplinary teams. Based on their findings, Nancarrow et al. (2013) also delineated ten competencies that interdisciplinary teams should seek to achieve. These competencies can be a useful guide for professionals looking to establish an interdisciplinary team, or can be used to evaluate your current team practice to find areas of improvement.
When moving to a new position or becoming a part of an interdisciplinary team, leadership roles and mission statements are often well-established. It can be an anxiety-provoking experience when teams do not demonstrate these characteristics. Perhaps the most important step is to achieve a culture of trust within the team which may require time (e.g., perhaps other staff must understand your strengths, skills/knowledge, and how your personality fits with the team). After an effective culture of trust is established, using this framework may help to identify additional barriers. If barriers are preventing a culture of trust from being established (i.e., leadership challenges, lack of systems to promote interdisciplinary practice), addressing these steps with your team leader or management may be beneficial to improve worker experience.
Some teams may believe they have mastered each of these competencies, but we can always continue to improve our practices (i.e., assess quality and outcomes through feedback). One area of improvement for many teams may include equal team member contribution. Thylefors (2012) performed a study examining interdisciplinary team structure in four care sectors including occupational health-care, psychiatric care, rehabilitation, and school health-care. Through a survey and observation of simulated teamwork, they found that a professional hierarchy of verbal dominance exists with (1) psychologists, physicians, teachers, and social workers dominating team activities, then (2) therapists (i.e., SLP, OT, Physiotherapists, Audiologists), and at the bottom of the hierarchy were paraprofessionals. Paraprofessionals were the least communicative in the study, yet these professionals often have the most experience and insight regarding the client (with the exception of parents/caregivers). The framework outlined by Nancarrow et al. (2011) can help guide us to improve these practices and enhance our interdisciplinary teamwork.
These studies express that teamwork goes beyond sharing goals or progress; teamwork is about achieving a shared vision and having individuals who are competent, skilled, and dream to achieve more together. Reflect on the “best teamwork moment” that you were asked to recall when you began reading this post. I hope you will use that moment and the guidelines established by these studies to evaluate your current team practice. How does your team promote active collaboration and discussion among each profession? Do you have an equal contribution of all team members?
Resources:
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
According to the American Speech-Language Hearing Association May 2016 Interprofessional Practice Survey, 89% of SLPs indicated that they have worked in an interprofessional collaborative practice. However, 71% of all respondents indicated that they received no formal education or training in this skill/area. With such a significant majority of practicing SLPs engaging in interprofessional activities on a regular basis, it is clear that more formal training in interprofessional education would be beneficial to improve readiness to engage in interdisciplinary teamwork and ultimately improve client outcomes. Did you receive formal training during your graduate education on team practice?
In my second year as a graduate student clinician, I had the privilege to be accepted in the Iowa Leadership Education in Neurodevelopmental and related Disabilities (LEND program), and had my first experience with a Social Worker. Leah, at that time a LEND Social Work trainee, was one of the most influential trainees I had the chance to work with. Unfortunately for Leah, I had no idea what Social Work involved or how her work could apply to the clients I was working with in speech-language pathology. That quickly changed as I began to work with Leah in clinics and LEND seminar courses; Leah demonstrated how she assessed families’ support networks, settings, strengths, and needs, identified local and community resources to support the families, and closely followed families to ensure progress. My experience working with Leah was incredibly valuable to my development as a speech language pathologist, and I believe everyone should be allowed these opportunities.
Graduate programs can provide an excellent foundation for students in the techniques of interdisciplinary teamwork. Interprofessional education provides students the opportunity to learn how their profession integrates within the larger interdisciplinary team, and sets the precedent that interdisciplinary teamwork is a standard rather than an ideal. Unfortunately, several barriers stand in the way of integrating interprofessional education within graduate programs.
Perhaps the most significant challenge faced by graduate programs is the amount of information packed within graduate curricula and overwhelming licensing criteria. For speech-language pathologists, this is in part due to the large scope of practice and generalist training which programs are charged with teaching. The amount of information graduate programs need to teach, and students need to learn leaves little flexibility for adjustments to the coursework.
Dudding, Hulton, & Stewart (November, 2016) discussed different levels of clinical experience among different professions as a barrier to interprofessional education. For example, graduate interdisciplinary teams may include a combination of returning professionals seeking advanced degrees (e.g., Master’s of Nursing) as well as students seeking their first degree with varying levels of clinical experience (e.g., fourth year Counseling Psychology students, second year Speech-Language Pathology students, and fourth year Physical Therapy students). Further, Bird & Kusior (2016) implied that knowledge of one’s own profession also becomes a barrier; this was pointed out in self-reflections from graduate level clinicians after an interdisciplinary experience: “I would have preferred if we had more feeding knowledge along with knowledge about the patient’s disorder… we did not possess enough knowledge to effectively help the patients or the nurses.” We cannot expect all students to have in-depth knowledge about treatment approaches and diagnostics when they have not had experience through coursework or clinic.
ASHA has begun to explore advancing the field towards a clinical doctorate program to provide additional training and education to entry level clinicians. Several programs have opened-up this opportunity for returning professionals. Perhaps if the clinical doctorate became the new entry-level standard, then additional coursework and training experiences in the interdisciplinary model could be provided. However, such a move would come at several costs towards the profession which has been discussed in depth elsewhere and is not within the scope of this discussion. Under the current two-year graduate level training model, such a standard could be integrated within clinical internships and throughout coursework. An approach to do so will be discussed in a later post.
Several graduate programs in speech-language pathology have already taken steps to provide interdisciplinary training to their students. Sample graduate programs and resources can be found online at CAPCSD. These programs may serve as effective models for programs looking to provide such opportunities to students, and may be beneficial for advocates who wish to push the interdisciplinary teamwork model to the national level.
Support for interdisciplinary teamwork must be garnered at the administration level to promote these interdisciplinary experiences. Faculty must be provided with resources including time and funds to establish this curriculum. As Rogers and Nunez (June, 2013) suggest, this is further complicated by differing curriculum schedules across professions. University administrators must provide dedicated faculty with the flexibility to synchronize class schedules to facilitate this level of collaboration.
If we accept that interdisciplinary teamwork among healthcare professions is integral, then a culture of change at the level of national licensing organizations is necessary for these experiences to occur. We cannot simply place responsibility on university programs to make these changes, as achieving administration support may be best promoted when such changes are necessary rather than encouraged. Further, this cannot occur only within a single licensing organization, but rather must rely on commitment from several rehabilitation organizations (e.g., ASHA, AOTA, APTA, etc.).
It is intuitive that providing more formal education in interdisciplinary teamwork would benefit students transitioning into entry-level positions where team collaboration has become the workforce expectation (e.g., IEPs, patient rounding, co-evaluations/arena-evaluations). Often, graduate students only have the opportunity to observe their faculty or mentors engage in such practices, though some privy mentors integrate interdisciplinary teamwork into clinical experiences. Where some may encourage students gaining interdisciplinary teamwork experiences, I would argue this to become a standard of practice.
The interprofessional education I received from the Iowa LEND program has made an incredible difference in my readiness to serve clients on interdisciplinary teams. Thanks to Leah (Social Worker), I continue to identify the needs of the families I serve using this tool and will connect families with a social worker if they need additional supports. Interprofessional education and training supports my abilities to serve clients and families beyond just their communication needs (and many of our children who use assistive technology DO have needs beyond communication). In what ways have you supported families beyond your profession due to the skills you have gained through interprofessional education?
Resources:
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Student/Behavior: I have 20 year old student with Autism and Intellectual Disabilities. When presented with materials or communication partners approach him he often becomes upset, pushes away object/person, and may start self injury (e.g., biting hand). This student prefers extra personal space compared to same age peers.
Problem: When teaching this student new skills it is difficult to support a new skill especially when it may require tactile cues to understand what is being asked of him. He often doesn't look at pictures presented and also has a significant hearing impairment on his right side.
Goals: Most recent IEP goals are:
-clean up lunch by putting lunch containers in lunchbox
-put toothbrush in mouth and move it side to side
-sign or give picture of \"i need space\" without pushing others/biting self (*communication goal)
-hand over items and accept items from others independently
Solution: Our team created videos of the desired action. Preferable having the student be in the video doing the skill we wanted. So we video taped him signing his personal sign for \"i need space\" (hand out in front of him) and had a person step back from him. We left the iPad with videos on his desk and walked away. With wait time, student would watch video multiple times and given point cues at a distance he began to complete desired task.
Video model has been highly successful for this student. It has increased his independence, decreased his behaviors, and maintained personal space desired. Many research supports real photographs, especially with student in the picture/video support students with Autism to connect with direction.
","userID":15006,"timestamp":"2017-01-27T15:22:30.42","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1772,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":403,"collectionID":154,"postID":8615,"quote":"This post presents a case study of how a team successfully implemented a video modeling system for a student who was resistant to tactile cues. "}]}},{"starID":5770,"postID":8608,"userID":2023,"timestamp":"2017-01-30T19:40:36.103","Post":{"postID":8608,"title":"AC device on wrist?","body":"Has anyone had experience with an AC device being used on the person's wrist for communication purposes? Just curious as we are trialing a student in the upcoming weeks. I know I haven't given more details- I plan to continue to add to this post tomorrow...Thanks for your feedback for those who have had experience in this!
I have a student who uses touch chat effectively to communicate basic needs and wants. I understand the need to allow this student his newly aquired voice at all times. However, he repetitively asks for an item and perseverates to the point of repeating the request continuously throughout a lesson. I am considering turning down or even muting his device so it is not disruptive to the rest of the class. He also has a goal on his iep to stand and gain teacher attention to obtain a request... with the volume down, we can also work on this. Does this sound like a fair strategy?
","userID":14993,"timestamp":"2017-01-25T15:07:10.427","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1467,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5772,"postID":8621,"userID":2023,"timestamp":"2017-01-30T21:36:30.387","Post":{"postID":8621,"title":"Research Opportunity: Online Focus Group for SLPs in the Inpatient Rehabilitation Setting","body":"Hello!
My name is Jessica Gormley and I am a doctoral student at Pennsylvania State University. I am currently recruiting participants for an online focus group about the experiences of SLPs who work within the inpatient rehabilitation setting and provide clinical services to individuals with complex communication needs (e.g., individuals who have little to no functional speech due to acquired, developmental or degenerative neurological disabilities).
I am looking for individuals who:
- are 18 years of age or older
- hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (ASHA);
- have experience working with individuals with CCN in the inpatient rehabilitation setting within the past year; and
- are willing to participate in an online focus group
If you choose to participate, you will have the opportunity to interact with other SLPs in an online focus group. Questions for the focus group discussion will be presented over six weeks, with one topic posed weekly. Group members will be able to respond to these topics as well as to others’ responses as convenient to their schedules on a weekly basis.
Thanks for helping to improve outcomes for individuals with complex communication needs in the rehabilitation setting!
A document with additional information about this opportunity is attached.
For more information on this study, please contact Jessica Gormley at jeg56@psu.edu or (716)-462-3297.
Thank you!
Jessica Gormley, M.A., CCC-SLP
Doctoral Student
Pennsylvania State University
Hello!
My name is Kelly Offutt, and I am a second year graduate student in the Speech Language Pathology Masters Program at the University of Maryland College Park. I am pursuing an independent study project titled “Computer Based Communication Training for AAC Users in the PICU”, and am looking to recruit participants for my study. Participants of interest include:
§ Children/young adults between the ages of 11-19 who have recently (<5 years) experienced a stay in the Pediatric Intensive Care Unit during which verbal communication was limited
University Of Maryland
","userID":25753,"timestamp":"2017-02-01T01:09:22.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":195,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5777,"postID":8638,"userID":2023,"timestamp":"2017-02-13T16:40:10.913","Post":{"postID":8638,"title":"Nice article on Core. ","body":"I just read this article published in the ASHA, AAC Perspectives 1/12/17: \"Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations\" Arjan van Tilborg, Stijn Deckers, pp 125-138. Very interesting. Here is the link.
","userID":2020,"timestamp":"2017-02-12T20:43:39.923","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":154,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5778,"postID":8661,"userID":2023,"timestamp":"2017-02-16T19:13:00.817","Post":{"postID":8661,"title":"How can Talking Mats help decision making and determining capacity?","body":"A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise.
Where Talking Mats comes into play is by allowing people to consider each option and then make their decision when they place the symbol under the appropriate top scale. We have found that many people, who would otherwise be judged not to have capacity, can show that they can indeed understand and express their views so that they can be acted upon. Equally our work so far indicates that if someone cannot use Talking Mats this may be an indication that they do not have capacity for that particular decision.
Talking Mats supports the four criteria which are required in determining mental capacity. The table below lists some of the elements which Talking Mats provides to support each of the 4 criteria.
Are these 4 criteria applicable and helpful in your setting?
This survey from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas is for parents who have a child (age 3 to grade 12) who uses a speech-generating device to communicate. A speech-generating device refers to a communication application on a tablet/iPad, or an augmentative alternative communication device, which produces an audible voice that the child uses in order to communicate with others. I am conducting this survey in order to better understand the supports that parents receive after the child obtains the device. The participation is expected to take approximately 15-20 minutes to complete.
If you are interested please click on the link below and read the information statement before beginning the survey. Thank you for your time. If you have any questions feel free to email me at hksanders@ku.edu.
Survey link:
http://kuclas.qualtrics.com/jfe/form/SV_d3ZAj5qDux...
","userID":25561,"timestamp":"2017-02-14T16:20:21.223","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":176,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5781,"postID":8631,"userID":2023,"timestamp":"2017-02-16T19:14:15.303","Post":{"postID":8631,"title":"Video Introducing the Social Networks Inventory ","body":"This video provides an introduction to the Social Networks Inventory. It was produced by Attainment Company in 2002 and so the AAC technologies you'll see are OLD. However, the concepts and illustrations provide a interesting way to introduce the Social Networks tool.
After you watch, consider the following questions.
1. What modes/methods of communication do you think are preferred/used with communication partners in different circles?
2. Think about children you know, what do their circles of communication partners look like?
3. What circles require AAC technologies? What AAC technologies do you think are preferred and why?
4. If you were to ask a parent, a teacher, and the child (him or herself) to complete their communication inventory, what do you think the differences might be?
","userID":25819,"timestamp":"2017-02-13T21:17:45.58","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5155,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":191,"collectionID":106,"postID":8631,"quote":"This video introduces the Social Networks Inventory....have a look. "}]}},{"starID":5782,"postID":8626,"userID":2023,"timestamp":"2017-02-16T19:14:19.553","Post":{"postID":8626,"title":"What is communication? ","body":"Hi. I want to start with a definition of communication that underlies the topic and this collection.
Why are definitions important? Because they often define HOW we think and impact WHAT we do. Below are three very similar definitions of communication. None are based on a sender-receiver model of communication.
The most relevant one for this \"collection\" on social networks (Social Networks Inventory) is #3 because it specifically addresses children (adults) with complex communication needs. Have a look and let me know what you think.
1. QUOTE FROM LINGUISTS.
\"Human communication is the joint establishment of meaning using a socially distributed ecology of public sign systems.”
Wilkins, D. P., & Higginbotham, D. J. (2005). AAC in action: A new model for understanding AAC performance. Paper presented at the 2005 United States Society for Alternative & Augmentative Communication (USSAAC) Biennial Conference. Los Angeles, California.
Goodwin, C. (2003). The semiotic body in its environment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19 – 42). New York: Palgrave/Macmillan. http://www.sscnet.ucla.edu/clic/
2. QUOTE FROM THE JOINT COMMISSION Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care
Effective communication is defined as...the successful joint establishment of meaning wherein patients and health care providers exchange information, enabling patients to participate actively in their care from admission through discharge, and ensuring that the responsibilities of both patients and providers are understood. To be truly effective, communication requires a two-way process (expressive and receptive) in which messages are negotiated until the information is correctly understood by both parties. Successful communication takes place only when providers understand and integrate the information gleaned from patients, and when patients comprehend accurate, timely, complete, and unambiguous messages from providers in a way that enables them to participate responsibly in their care.
[The Joint Commission. (2010). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals. Oakbrook Terrace, IL: The Joint Commission, 2010.]
3. QUOTE FROM State of the Science Conference in AAC and subsequent publication.
Communication is seen as a dynamic, transactional process that involves at least two people. Components of the communication process include the (a) physical and cognitive characteristics of the interactants (persons who are deaf, blind, have cerebral palsy, aphasia, autism, etc.); (b) propositional content of messages and how they are represented and conveyed (face-to-face, by phone, over the Internet, WiFI, etc.); (c) situations in which messages are transmitted and understood (noisy environment, home, school, at a movie, etc.); (d) social relationships of the interactants (familiar, unfamiliar communication partners, boss, parent, etc.); and (e) specific purposes of each interaction (sharing information, expressing feelings, social closeness, etc.)… Meaning is jointly established or co-constructed, often using a variety of strategies, including the simultaneous use of multiple channels or modes (speech, gestures, manual signs, facial expressions, electronic and nonelectronic technologies, etc.).
[Blackstone SW, Williams MB, Wilkins DP. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication. 23, 3:191-203.]
But for a few gestures, my daughter (15) uses AAC exclusively (TouchChat 108 grid). She can read, but has never been offered a literacy program at school. We have been granted an IEE for a Literacy Eval, yet the District is pushing for us to use one of their Assessors. All the District Assessors have eliminated themselves as qualified to do an assessment on my uniquely challenged daughter but for one, who says, \"We can assess your daughter and it will be an objective measure of her skills, so that doesn't require collaboration.\"
It's great to assess her present skills. It's also important to discover how she learns best, how to facilitate her responses, how to engage her. I believe a collaborative approach is necessary, as do other professionals outside-the-district, and several of the District's unqualified Assessors made this recommendation as well. I feel an SLP, an AAC specialist and a literacy specialist should be considered to be a part of the Assessment Team. Do you agree? How might I respond to justify the need for a collaborative approach?
FYI: My daughter had a rt. hemispherectomy at the age of 3 months, due to intractable seizures, resulting in left hemiplegia, an orthopedic impairment, a vision deficit to the left peripheral in both eyes, and an auditory selection impairment. I would be so grateful for any thoughts, professional guidance, personal experience on this....
","userID":16773,"timestamp":"2017-03-28T20:10:00.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":925,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5887,"postID":11143,"userID":2023,"timestamp":"2017-10-13T19:03:50.283","Post":{"postID":11143,"title":"Learning New Ideas","body":"I am happy to learn more about the communication matrix, so I am more helpful in our data team meetings since it was piloted in my school last year! Learning new things today will help me have more input at the meetings and coming up with age-appropriate activities. :)
","userID":42972,"timestamp":"2017-10-13T18:34:37.5","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":46,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5888,"postID":11142,"userID":2023,"timestamp":"2017-10-13T19:03:53.283","Post":{"postID":11142,"title":"Collaboration","body":"I am looking forward to collaborating with my slp, other teachers and paras in my building, specifically those that were a part of the communication matrix last year so I can learn from their experience with the assessment and provide more effective instruction with my students.
","userID":42926,"timestamp":"2017-10-13T18:33:03.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":265,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143","Post":{"postID":11144,"title":"CONNECT MODULES: Center to Mobilize Early Childhood Knowledge","body":"As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]}},{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403","Post":{"postID":17441,"title":"Total Communication at Snack","body":"The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]}},{"starID":6024,"postID":24395,"userID":2023,"timestamp":"2019-06-20T21:55:25.997","Post":{"postID":24395,"title":"Emmy is a Star!","body":"Emmy is a Star is a Facebook Personal Blog and YouTube Channel that follows along with the many activities of Emmy. Described in their words as \"Emmy went without oxygen at birth. The result was a traumatic brain injury that has left her with many challenges. But we fight for her every day and we hope you will join us.\"
There are years of videos that you can look through. there are pictures, photo albums, and many, many videos for everyone's interest.
If you are really interested in watching a child and family/school team progress through a variety of AAC apps - Emmy has used quite a few! In the video part of the Facebook page you can see Emmy use AAC apps such as GoTalk Now, My FIrst AAC,
If you are interested in Physical therapy progression, use of different type of body socks, supports, gate trainers, etc. there are videos from her progress through PT, through Aquatic therapy, through Hippotherapy (horse riding) and more.
Any type of Assistive Technology that you are thinking of exploring and you want to see it... yeah, you guessed it... probably has been tried with Emmy!
And if you are just like watching a child have fun with her sisters and friends... Well, this is most definitely the right place! get ready to take notes on endless number of activities and adaptations to fully include a child with complex communication needs because you too have a Star like Emmy!
Facebook Link - https://m.facebook.com/pg/EmmyIsAStar/about/?ref=bookmarks&mt_nav=0
YouTube Channel - https://www.youtube.com/watch?v=wbye1bCNlp4
They also have a clothing line on Kidzen - Emmy's Closet - https://shop.kidizen.com/users/emmyisastar
","userID":2018,"timestamp":"2019-06-13T15:28:00.673","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2304,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":442,"collectionID":160,"postID":24395,"quote":"Emmy is a Star follows a child's AAC, motor & most importantly friendship development through video"}]}},{"starID":6025,"postID":24394,"userID":2023,"timestamp":"2019-06-20T21:55:29.73","Post":{"postID":24394,"title":"2019 AAC Summer Focused Camps","body":"https://praacticalaac.org/praactical/praactical-resources-aac-focused-summer-camps/
At this link you will find several of the camps highlighted in this Collection as well as a few new ones. The PrAACtical AAC resources keeps up on all the latest information on AAC Camps and other resources. If you haven't checked it out yet, please do explore it at... https://praacticalaac.org/ Everyday of the workweek is a new posting of a Video, a How I Do it Story, a Discussion Link or some other very PrAACtical piece of AAC information that you will use now and star into your favorite lists!
There is also a Pinterest page that has images from many camps
https://www.pinterest.com/aacandat/aac-camps/
","userID":2018,"timestamp":"2019-06-10T18:28:40.373","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1062,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":441,"collectionID":60,"postID":24394,"quote":"2019 AAC related Summer Camps offer connections to Your AAC Tribe"}]}},{"starID":6026,"postID":24393,"userID":2023,"timestamp":"2019-06-20T21:55:31.403","Post":{"postID":24393,"title":"Schyler's Big Box of Words","body":"Father becomes author after researching AAC options for his daughter, their journey is tracked in several places on the internet. Facebook, YouTube, Amazon and a Blog. Many know their story from their speaking engagements or from the Book \"Schuyler's Monster\"
In his own words from the Blog \"When his daughter Schuyler was eighteen months old, a simple question by her pediatrician set in motion a slow transformation for Robert Rummel-Hudson, from a sarcastic, befuddled dad to the very last thing any new father or mother ever expects or desires to become: a special needs parent. Armed with nothing more than his love for his tenacious little girl and his determination to defeat her rare and invisible disorder, he fought his own depression, his past family dysfunction and the nagging suspicion that he was not the right person for the job. In doing so, he discovered a sense of purpose and responsibility, and became the father and advocate that Schuyler needed to help fight her monster.
Schuyler’s Monster is more than the memoir of a parent dealing with a child’s disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father. It is the story of a family struggling to find the answers to a child’s dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world.
Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs.\"
Schyler's AAC journey will take you through several modalities and device types. In the video you will see the day that her Big Box of Words arrived at their home.
The Blog
http://schuylersmonster.blogspot.com/
Links to Videos
http://schuylersmonster.blogspot.com/p/other-videos-positively-texas-cbs11-in.html
The book can be found on Amazon at
https://www.amazon.com/Schuylers-Monster-Fathers-Wordless-Daughter/dp/0312538804
The Day her new device arrived
https://www.youtube.com/watch?v=w6XrtlnHqxc
","userID":2018,"timestamp":"2019-05-31T20:25:45.91","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3532,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":440,"collectionID":160,"postID":24393,"quote":"A Parent Learns so much through their Child"}]}},{"starID":6027,"postID":24392,"userID":2023,"timestamp":"2019-06-20T21:55:32.903","Post":{"postID":24392,"title":"Joy Outside the Box","body":"As both a Facebook Page and a Blog, this family shares their journey through life with as Mom describes \"Goofy-goof of a mama to two neurodiverse kiddos with very different needs. They're both pretty much awesome. You'll see.\"
One of the children uses AAC. They show her use and/or trials of apps
-Clicker Communicator from CrickSoft https://www.cricksoft.com/us/c...
-Proloquo2Go with typical & high contrast symbols and\">https://www.assistiveware.com/... there are mentions of a recent trial of LAMP: WFL (Language Acquisition thru Motor Planning: Words For Life
Facebook\">https://aacapps.com/what-is-la... page is at https://www.facebook.com/joyou...
Blog is at http://joyoutsidetheboxblog.co...
On this YouTube Channel you will find over 20 videos that Zoe's family has collected to map out her journey since the signs of her diagnosis started during infancy. There are several early videos from infancy through age 2 and then each year since the age of 5, there is a compilation of her year. You will follow her through therapies, through parties, through the use of innovative walking gate training with a bot. Her communication modalities have ranged from sounds, to symbols, to sign language.
\n\nFor last few years, Zoe's father has created a video compilation each year that represents her best moments and milestones from age.
\nFrom his words with this year's video... \"With each of these videos there is always something new and special to see. This year it is Zoe's progress with communication and independent walking. She has learned her first sign language sign - for \"eat\" - and also how to use it appropriately to indicate when she is hungry. You will also see how her independent walking is improving, if only modestly. She is now requiring less assistance with balance as she takes steps. She has also shown improvement with keeping her balance while standing still on her feet, grasping objects, waving \"hi\", and vocalizing a few words including \"hi\". (You'll also notice that Zoe is wearing casts in some scenes - she did serial casting this year in order to help her feet and ankles back into an appropriate position.)
For those who may not know, CDKL5 disorder is an extremely rare genetic disorder causing very serious developmental delays, seizures, gastrointestinal issues, and a host of other complications. There are currently no treatments and no cure. If you'd like to support research and hope for a healthier future, please visit http://www.CDKL5.com or http://www.CDKL5UK.org to make a donation in Zoe's name.\"
Their You Tube Channel is open to freely join. They have over 4,600 subscribers!
","userID":2018,"timestamp":"2019-05-31T19:36:36.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2619,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[{"collectionItemID":438,"collectionID":160,"postID":24391,"quote":"Video is an invaluable way to follow your child's progress & so much fun!"}]}},{"starID":6029,"postID":24390,"userID":2023,"timestamp":"2019-06-20T21:55:35.45","Post":{"postID":24390,"title":"SLP Help! Where to go with TBI/PID/Blind/Non-Ambulatory Student","body":"I placed my student's info int to the matrix (scored 3%). I'm only at pre-intentional. Where would I go in writing speech goals? (been working with student 2 years, student does not have an intentional means/purpose for communicating. multiple seizures throughout day, routine for needs are scheduled and performed by parents). Currently working on student responding to yes/no questions using hand squeeze and objective of rejecting or refusing an activity or item - my data remains at a zero. My heart breaks, as I truly want to help and support oral language in this student. He occasionally coos, but that is per parent report. Is speech not the right area for this child? Any help from anyone who has had a smilier client/student would be GREATLY appreciated. I'm happy to offer more details.
","userID":94436,"timestamp":"2019-05-27T23:08:22.723","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1379,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6030,"postID":24389,"userID":2023,"timestamp":"2019-06-20T21:55:39.557","Post":{"postID":24389,"title":"CommBoards App - An Affordable AAC App","body":"Hi Everyone,
We are the Husband & wife who create \"CommBoards\" - an intuitive and easy to use Speech assistant app, designated for Speech impaired people of all ages.
We started out about 2 years ago, and we've been adding new features as we go along, while constantly gathering feedback from ours including speech pathologists and parents.
Our main goal is to provide an affordable solution for everyone.
As we want to continue improving the app, we are looking to get more feedback from the community.
Here's a link to our website which includes more information :
The app is currently available at the Google play store and at the kindle app store and it's designed for both phones and tablets.
An iOS version is in the works.
We'll be happy to give out some promo codes for a free download of our full version :)
You can reach us at :
shmoontz@gmail.com
Thanks,
Commboards Team
","userID":94370,"timestamp":"2019-05-26T19:16:13.157","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1153,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6036,"postID":24406,"userID":2023,"timestamp":"2019-08-13T19:33:52.547","Post":{"postID":24406,"title":"Incorporating the Matrix Profile into your report","body":"One question that comes up related to using the Online Communication Matrix Assessment is how to document the assessment results. Specifically, how to add an image of the Communication Matrix profile into a word document or electronic medical record (EMR) report. The easiest way to do this is to take a screenshot and crop it to include just the matrix. On a PC running Windows, a handy way to do this is to use the snipping tool. If you are unfamiliar with this tool, type \"snipping tool\" into the windows search bar. Once the program is open, it will pull up a Snipping Tool bar that includes a button that says \"New\" with a pair of scissors next to it. If you click on this icon, it will give you a small black plus sign (+) that will allow you to click and drag the section of the screen you would like to copy. Note: you will want to have the student's matrix up on the screen before you click the \"New\" button in the snipping tool. When you have selected the Matrix and released your mouse click it will automatically copy the selection into your clipboard. Then open, the Word document or note section of your EMR and use the \"paste\" command (by right clicking, or using the Cntrl+V shortcut).
\nI have attached an example of a Matrix screenshot I created using this tool below.
Let me know if this works for you, or if you have any other tips for getting an image of the matrix into your report!
","userID":3203,"timestamp":"2019-08-13T19:06:24.39","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":23599,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6114,"postID":24530,"userID":2023,"timestamp":"2020-12-04T16:44:45.05","Post":{"postID":24530,"title":"Report is leaving out Section 5 (Summary of Current Functioning)","body":"I am trying to generate a report for an assessment. I have gone through all the steps to include all the necessary information that I want. For some reason, Section 5 (Summary of Current Functioning) is being omitted from the report, even though I have saved every section multiple times. I have refilled out the assessment questionnaire several times but to no avail. I have tried using a different browser. Has anybody else had this problem? How can I fix it? The report is useless if it doesn't state the current levels of functioning. :(
","userID":226591,"timestamp":"2020-11-30T15:01:02.217","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":160,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostCollectionItems":[]}},{"starID":6116,"postID":24539,"userID":2023,"timestamp":"2021-02-23T15:00:36.38","Post":{"postID":24539,"title":"AAC RESEARCH - CURRENT TRENDS IN AAC TRAINING AND COACHING","body":"In an effort to further support families and create working definitions in our field, we invite you to complete and share this survey with your colleagues working in the area of AAC. Your participation will help build a foundation for projects to come now and in the future.
Thank you for your time and for sharing this link with others who may be interested!
https://redcap.link/AACtraining
-Partners in Communication Team
IRB Approval Date: 2/1/2021 VUMC IRB #210038
Date Posted: 2/23/2021
Please direct any questions to claire.campbell@vumc.org
Hi all!
I will be presenting on behalf of the Communication Matrix Foundation for the University of Central Florida ECHO training: AAC for Adults series on an Introduction to the Communication Matrix Assessment. This presentation will be NEXT Wednesday, August 19th from 12-1:30 PM EST. Description and registration link copied below from UCF ECHO AAC for Adult series website -
Registration Link - https://www.eventbrite.com/e/i...
Introduction to the Communication Matrix Assessment Tool
Learn how to use the Communication Matrix for AAC assessment and treatment planning.
About this event
Presenter: Deirdre Galvin-McLaughlin, M.S., CCC-SLP
Learning Objectives: Learners will
1. Identify two features of the Communication Matrix assessment that would address the needs of an emerging communicator.
2. Utilize the results of a Communication Matrix assessment for treatment planning and progress monitoring.
3. Differentiate between two other resources offered by Communication Matrix Foundation: Shared Science and Community of Practice.
Presenter Bio: Deirdre Galvin-McLaughlin, M.S., CCC-SLP, is a clinical instructor and speech-language pathologist at Oregon Health & Science University in Portland, Oregon. She has expertise in AAC with clinical interests in supporting people who experience motor or sensory access challenges to traditional forms of technology. She works clinically with children with developmental disabilities and neurodegenerative conditions and adults with developmental disabilities who have complex access challenges. She also works as a research associate in the REKNEW lab under the direction of Melanie Fried-Oken to develop a brain computer interface for AAC, serves on the Go Baby Go Oregon committee, is the Editor in Chief of Speak Up! an AAC blog hosted by the United States Society for Augmentative and Alternative Communication, and is a member of the board of directors for the Communication Matrix Foundation.
Time Ordered Agenda:
12:00pm Speaker Introduction and Disclosures
12:05pm Overview of Learning Objectives
12:10pm Content of Presentation
12:55pm Questions and Answers
1:00pm Case Study Presentation
1:25pm Wrap Up
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Families with a child who has CHARGE Syndrome will enjoy watching the documentary created by a group of young adults with CHARGE titled \"We Have CHARGE, So What?\". Check it out:
","userID":2023,"timestamp":"2015-07-30T15:17:19.307","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":75,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4246,"postID":6636,"userID":2016,"timestamp":"2015-08-03T16:01:59.497"}],"PostCollectionItems":[]},{"postID":6637,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6644,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6645,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6649,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6650,"title":"Free webinar on SGD funding through Medicare","body":"Lewis Golinker and Lisa Bardach will present a free webinar on recent changes in Medicare funding for speech-generating devices at 7:00 p.m.Eastern Time on August 19. This even is sponsored by USSAAC.
Session Description: In\r\nlate July, Medicare issued a new National Coverage Decision for SGDs and the\r\nPresident signed the Steve Gleason Act. These developments mark a new\r\nbeginning for Medicare SGD coverage. This session will explain the types\r\nand features of SGDs that Medicare will now cover and pay for; the additional\r\ncapabilities and features that SGDs can offer; and how Medicare beneficiaries\r\nwill be able to access those additional capabilities and features. It\r\nalso will explain how the 2015 NCD and Gleason Act will affect SLP assessment\r\nand reporting.
FREE to ALL AAC\r\nStakeholders. Participants are encouraged to submit questions in advance as\r\nwell as during the webinar. Please register as soon as possible.
Please\r\nregister at: https://attendee.gotowebinar.com/register/8942704470030902017
| \r\n
The Neider family has a wonderful blog called Uncommon Sense about raising their\r\ndaughter, Maya, who has undiagnosed global developmental delay with delayed speech. They bill the blog as “A somewhat sarcastic and mostly honest look into our\r\nlife”, which is an apt description. They have LOTS of information about\r\nAAC, communication before speech, and communication in general. They address\r\nthe fears that families sometimes have that learning to use an AAC system will\r\nprevent speech development. Check it\r\nout:
http://niederfamily.blogspot.com/2013/04/an-open-letter-to-parent-of-child-with.html
","userID":2023,"timestamp":"2015-08-13T10:52:10.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":74,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4249,"postID":6653,"userID":2016,"timestamp":"2015-08-14T16:56:48.077"}],"PostCollectionItems":[]},{"postID":6654,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6660,"title":"The Best Communication Partner is a Parent","body":"Discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
www.discoveraac.org has created this wonderful infographic about the importance of parent-mediated therapy in speech disroders and complex communciation needs:
The National\r\nFamily Association for Deaf-Blind (NFADB) and the National Center on\r\nDeaf-Blindness (NCDB) are pleased to announce the next online training for parents/families\r\nof children and youth who are deaf-blind on:
The Role of Interveners in\r\nEducational Settings
Dates: September 21 - October 26, 2015
Come\r\nlearn about:
For more\r\ninformation contact:\r\nPatti McGowan or Peggy Malloy
To sign up: registration\r\nform
Have you ever wondered\r\nwhat would happen if someone who uses an alternative method of communication\r\ngets caught up in an emergency situation? Would that person still\r\nbe able to communicate with strangers? \r\nWhat if their communication device is destroyed or lost? This was a\r\nproblem for many AAC users in the wake of hurricane Katrina.
The AAC-RERC website has a\r\npage devoted to preparing for disasters so that people still have a voice even\r\nif their normal means of communication or their normal communication partners\r\nare no longer available. Check it out:
http://aac-rerc.psu.edu/index.php/pages/show/id/4
Some of our Charter Members have been trying out a new form to help them make decisions about educational goals based n the results of a Communication Matrix assessment. We are posting the latest version of this form, hoping we will get some feedback on whether it's a useful form or not. Let us know what you think!
","userID":2023,"timestamp":"2015-09-22T10:39:30.057","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":274,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6722,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6731,"title":"Selecting AAC Apps for Children with ASD","body":"USSAAC (United States Society for Augmentative and Alternative Communication) is offering a free webinar on \"Selecting AAC Apps for Children with ASD\" presented by Dr. Carole Zangari. This promises to be an extremely useful experience for those of you who are struggling with how to choose between the 100s of apps that might benefit children with autism..
Date/Time:
Wednesday, October 21, 7:00-8:00 p.m. EDT
Learning\r\nOutcomes:
Registration:
https://attendee.gotowebinar.com/register/23152112...
The Angelman Syndrome Foundation provides free weekly webinars on communication taught by Erin Sheldon, Carolyn Musselwhite, Maureen Nevers and Mary-Louise Bertram. Previously offered webinars are available for viewing and new ones are scheduled every Thursday (including today!) through October and November.
If you support an individual with Angelman Syndrome, or anyone who uses AAC, this would be a great resource! Check it out at the link below:
http://www.angelman.org/understanding-as/communica...
Attached is a PDF that addresses the collection of daily performance data in an instructional program. targeting early communication.
","userID":2023,"timestamp":"2015-10-05T13:05:26.987","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":45,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6751,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6752,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6761,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6771,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6772,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6773,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6774,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6775,"title":"Examples of Tactile/Tangible Symbols","body":"Hi, all,
One member posted some wonderful photos of her son's tactile symbols and our moderator, Sandy, asked for more. Here are examples of 3-dimensional tangible symbols made with a thermoform machine for a student who was completely blind. A thermoform machine is used to reproduce Brailled text, using a sheet of thin plastic material. We wanted the symbols to feel as much like the actual items as possible and to represent the first thing that the student felt when he reached out for the items. These symbols worked very well for this young man. He had a whole book of them.
","userID":2023,"timestamp":"2015-10-09T09:40:21.71","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1760,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4310,"postID":6775,"userID":2016,"timestamp":"2015-10-14T11:28:16.04"}],"PostCollectionItems":[]},{"postID":6776,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6792,"title":"","body":"Karen Natoci said ","userID":2023,"timestamp":"2015-10-14T09:26:57.783","posted":false,"featured":true,"originalPostID":6741,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6793,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6825,"title":"Voice and Message Banking","body":"People who know that they will be losing their capacity to speak may choose to prepare by \"banking\" their own voice or whole messages. The banked speech/messages may then be accessed through a communication device, providing a combination of pre-recorded words and messages in their natural voice or new words/messages generated by a digital voice based on their own speech sounds. Banking provides an individual without speech a way to express themselves in a very personalized way through recorded and synthesized speech.
The Oregon and SW Washington Chapter of the ALS Association provides a nice fact sheet on voice and message banking at the link below:
http://webor.alsa.org/site/DocServer/1-_VOICE-_Voi...
Three software options for voice/message banking may be found at the inks below
messagebanking.com
www.cereproc.com/products/cerevoiceme
We will be at the ASHA convention next week presenting about this very community! Here is the info:
FR 1:00PM–3:00PM
\r\n\r\nSession: 1395
CC/704 2 Hrs
\r\n\r\nLevel: Introductory
\r\n\r\nType: Professional Education
Presented by:
\r\n\r\nEmily Quinn, Vanderbilt U; Oregon Health & Science U; Alexandria Cook, Oregon Health & Science U; Karen Natoci, Private Practice, Consultant, Early Assistive Technology; Charity Rowland, Oregon Health & Science U
\r\nWe will introduce the Communication Matrix, an online assessment used to evaluate the expressive skills of individuals with complex communication needs, and the associated Virtual Community of Practice. The goal of our Community is to improve clinical and educational programs for children that require AAC, by supporting professional development
","userID":2023,"timestamp":"2015-11-05T13:22:38.757","posted":true,"featured":false,"originalPostID":null,"eventDate":"2015-11-13T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":38,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4362,"postID":6848,"userID":2023,"timestamp":"2015-11-12T08:14:24.47"}],"PostCollectionItems":[]},{"postID":6858,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":4,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6861,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"Once you've completed a Communication Matrix assessment, you may look at the Profile and think about what might be your next steps for intervention. Should you work on slolidifying Emerging behaviors? Should you shoot for a completely new level of communication? Should you expand the number of messages that the student can express with already mastered behaviors? Attached is a simple form that gives you a place to summarize Matrix assessment results and then check off possible targets for intervention goals. We're actually field testing this form now and would love your input!
","userID":2023,"timestamp":"2015-11-12T08:26:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":266,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4367,"postID":6861,"userID":2016,"timestamp":"2015-11-12T12:47:28.897"},{"starID":5406,"postID":6861,"userID":6476,"timestamp":"2015-12-15T08:10:05.66"}],"PostCollectionItems":[]},{"postID":6862,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6864,"title":"Scoring the Matrix","body":"Here's a short video about how to generate a score from the Communication Matrix results.
","userID":2023,"timestamp":"2015-11-16T09:07:13.047","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":204,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4370,"postID":6864,"userID":2016,"timestamp":"2015-11-16T20:38:38.807"}],"PostCollectionItems":[]},{"postID":6865,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6880,"title":"Development of Communicative Intent","body":"Attached is a PDF showing how communicative intent develops in the typically developing child age 0-24 months.
","userID":2023,"timestamp":"2015-11-24T12:39:01.907","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":79,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4379,"postID":6880,"userID":2016,"timestamp":"2015-11-24T15:03:47.883"}],"PostCollectionItems":[]},{"postID":6881,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6882,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6883,"title":"Linking Matrix Assessment Results to Intervention Goals","body":"We are re-posting this form that we are field testing to help people go from results of a Matrix assessment to thinking about what to target in educational goals. We would love to hear what you think about it!
","userID":2023,"timestamp":"2015-11-24T12:48:04.967","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":553,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4378,"postID":6883,"userID":2016,"timestamp":"2015-11-24T15:02:41.477"},{"starID":4389,"postID":6883,"userID":3256,"timestamp":"2015-12-03T11:13:13.977"},{"starID":4399,"postID":6883,"userID":6476,"timestamp":"2015-12-08T09:33:02.96"},{"starID":6130,"postID":6883,"userID":31141,"timestamp":"2022-01-21T08:26:08.69"},{"starID":6146,"postID":6883,"userID":277061,"timestamp":"2022-11-02T21:18:25.393"}],"PostCollectionItems":[]},{"postID":6884,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":6897,"title":"Welcome to December's Guest Host: Heather Withrow","body":"Learn more about Heather in this video and check out her posts on the Community this December!
","userID":2023,"timestamp":"2015-12-02T14:51:11.557","posted":true,"featured":true,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":2023,"justification":"December's Guest Host","show":true,"views":66,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":4385,"postID":6897,"userID":2016,"timestamp":"2015-12-02T15:10:06.677"},{"starID":4395,"postID":6897,"userID":6476,"timestamp":"2015-12-07T12:49:07.267"}],"PostCollectionItems":[]},{"postID":6898,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7948,"title":"Proving the Effectiveness of the Online Communication Matrix","body":"Here are the Communication Matrix HQ we recently completed a multi-year project aimed at exploring the effectiveness of the Communication Matrix in practice. Here is a quick summary of the exciting results:
Summary of Results
Proving the Effectiveness of the Online Communication Matrix
U.S. Department of Education Grant # H327A110010
\t\t\t\t\t\tC. Rowland. E. Quinn. A. Cook
Communicationmatrix.org is an online assessment tool for evaluating the communication skills of children at the earliest stages of communication. It is based on the valid and reliable Communication Matrix (Rowland, 2011). The U.S. Department of Education funded a grant to demonstrate the effectiveness of using the Communication Matrix (Matrix) to help develop high quality communication-related IEP/IFSP goals. The grant concluded in September, 2015. This is a summary of major results.
Participants
Participants were Teachers and speech-language pathologists across the nation who were randomly assigned to either an Experimental (n=30) or Control (n=24) group.
Methods
Professionals provided the current IEP/IFSP for a targeted student who had complex communication needs. The Control group was sent surveys to track the progress of their students on communication-related goals. The Experimental group used the full Matrix Suite (the instructional webinar, the assessment, and the Custom Report), provided data on their satisfaction with the Matrix Suite, provided the next IEP/IFSP developed, and tracked student progress. All study components were approved by the OHSU Institutional Review Board.
Results
Professional Satisfaction with Matrix Suite: Satisfaction with the Matrix components provided by 25 participants in the Experimental group was high, with mean scores of 4-5 (on a 5-point scale) for all components except for item #3, related to the degree to which the Custom Report (mean=3.9). The Custom Report underwent some revisions over the course of the project, as we attempted to improve its usefulness to users.
Quality of IEP Goals: We created the Design to Learn IEP Development Guide to fill the need for a useful way to evaluate IEPs (Rowland, Quinn & Steiner, 2014). Raters used a subset of ten items to score the two IEPs/IFSPs provided by 18 of the experimental participants: one developed before using the Matrix suite and one developed afterwards. The mean score was 12.33 (out of 20) for IEPs developed prior to using the Matrix suite and 14.89 for IEPs developed after using the Matrix suite. The difference between scores was statistically significant.
Goal Attainment: Goal attainment surveys were sent to participants approximately every 2 months after receiving their latest IEP. The mean proportion of goals completely achieved was .06 for the Control group and .22 for the Experimental group. The difference between scores was statistically significant.
Conclusions
This project demonstrated that using the Communication Matrix suite has a beneficial effect on the development of high quality IEP/IFSP goals related to communication. It also showed that students are more likely to attain communication-related goals developed by professionals who have used the Communication Matrix suite than by those who have not used the suite. Use of the Communication Matrix and the new Community of Practice for Matrix users is free. We hope that it will be used by more professionals and family members in the future and that collaboration between parents and professionals will become the norm with regard to the assessment of communication in children with complex communication needs.
We would like to thank the many family members and professionals who participated in this research. The contents of this manuscript were developed under grant H327A110010 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the Federal Government.
test
","userID":2023,"timestamp":"2016-01-14T10:08:32.013","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7954,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7955,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7973,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7974,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7975,"title":"CHARGE Syndrome Foundation Webinar: The Education of our Children Helping Everyone to Thrive with 3535","body":"We found this interesting webinar in our inbox this morning. Check out the details below!
\"We hope you will join\r\nus for the first Foundation webinar of 2016: The Education of our\r\nChildren: Helping Everyone to Thrive with 3535 with Mark\r\nRichert on February 21st, 2016 at 7 p.m. EST (Closed\r\nCaptioning). Registration is limited and, as always, on a first-come-first-served\r\nbasis. If you wish to participate in this live webinar and ask\r\nquestions of our presenter, please register now to reserve your\r\nspot.
\r\n\r\nMark Richert, Esq.,\r\nserves as the Director of Public Policy for the American Foundation for the\r\nBlind (AFB), the nation's leading\r\nnon-profit expanding possibilities for people with vision loss to which Helen\r\nKeller devoted more than four decades of her extraordinary life. Mark is AFB's\r\nprimary representative before the U.S. Congress and Executive Branch agencies,\r\nand he is responsible for the development and implementation of AFB's public\r\npolicy and policy research agendas. To learn more about Mark Richert click here.
The Education of our\r\nChildren: Helping Everyone to Thrive with 3535
\r\nMark will be speaking\r\nabout the act that he authored: H.R. 3535 (the Alice\r\nCogswell and Anne Sullivan Macy Act.) He will explain how this act will strengthen the Individuals\r\nwith Disabilities Education Act (IDEA) and improve results for the more than\r\n500,000 children and youth who are blind, visually impaired, deaf, hard of\r\nhearing, or deafblind (sensory disabilities), including those who also have\r\nadditional disabilities. Mark will also provide information on how you can\r\nsupport the act to improve education for our students with multiple sensory\r\nloss and additional disabilities.
Come join us to learn more about this historic\r\nact and what you can do to help - you can make a difference!\"
","userID":2023,"timestamp":"2016-01-28T09:00:28.197","posted":true,"featured":false,"originalPostID":null,"eventDate":"2016-02-21T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":807,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5440,"postID":7975,"userID":2023,"timestamp":"2016-02-01T14:31:06.247"}],"PostCollectionItems":[]},{"postID":7984,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7985,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":7991,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8002,"title":"Matrix in Spanish","body":"Attached is a PDF with all the Matrix questions and response options in Spanish.
The fully formatted Matrix in Spanish is available for purchase as a PDF or paper document at the following link:
https://designtolearn.com/Store/Index/1#categoryWr...
Of course, it's also available in the online version (along with 6 other languages) if you select the Spanish optuion from teh Language drop-down at the top left of the Matrix home page.
","userID":2023,"timestamp":"2016-02-04T11:24:07.957","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5943,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8003,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":7,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8011,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8013,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8022,"title":"Survey for siblings of people with complex communication needs","body":"Marina Simons is a graduate\r\nstudent in speech-language pathology at the University of Kansas. She is conducting a research study about siblings and complex communication needs. Individuals can take the\r\nsurvey if they have a sibling with a disability and are 18+ (the sibling with\r\nthe disability can be any age or deceased). The survey contains AAC-specific\r\nquestions, but the sibling with the disability does not have to be a user of\r\nAAC. Results from this study may be shared with SLPs to better support the\r\nentire family's communication. This study has been IRB approved.
Please contact Marina at marinasimons@ku.edu\r\nif you would like more information about this study.
The survey can be accessed at\r\nkuclas.qualtrics.com/SE/?SID=SV_0drrclz6N5wC5fL
","userID":2023,"timestamp":"2016-02-10T09:56:07.993","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":189,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5481,"postID":8022,"userID":2016,"timestamp":"2016-02-27T10:43:34.7"}],"PostCollectionItems":[]},{"postID":8023,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8028,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8041,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8054,"title":"","body":"Amy Parker saidcheck this out, some magnificent thinking on some reasons to use real objects- http://www.pathstoliteracy.
You may run across people (either professionals or family members) who are mystified at the thought that someone who can't speak would profit from speech-language services. Check out this great piece by Becca Eisenberg, MS, CCC-SLP, on why it makes all the sense in the world to provide speech-language services to the nonverbal child!
","userID":2023,"timestamp":"2016-03-04T11:58:17.173","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":108,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8092,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8100,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8110,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8111,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8112,"title":"","body":"","userID":2023,"timestamp":"1900-01-01T00:00:00","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":false,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8114,"title":"Kit for Kids from Organization for Autism Research","body":"In recognition of Autism Awareness Month, the Organization for Autism Research is offering free Kits for Kids to teach elementary and middle schoolers about their peers with autism. Kits include:
•\tLesson Plan
•\tHow To Tips for Parents and Teachers
•\t20 \"What's Up with Nick?\" Booklets
•\t1 small classroom poster
•\t3-minute online animated video
•\tGrade-appropriate online printable activity workbooks
Here's the link to place an order:
https://oar.z2systems.com/np/clients/oar/product.j...
The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:38:48.583","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":36,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8303,"title":"Practice Guide Addressing Reading Skills of Young Children","body":"The What Works Clearing House (Institute of Educational Sciences) has made available a new Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), It provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Download it here:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc...
","userID":2023,"timestamp":"2016-07-08T18:39:54.363","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5592,"postID":8303,"userID":2018,"timestamp":"2016-07-10T04:14:50.687"}],"PostCollectionItems":[]},{"postID":8378,"title":"The Communication Matrix in Slovenia","body":"Damjana Kogovsek (right in photo) and Mihaela Vovk (left in photo) from Slovenia are attending the ISAAC Conference. They have been translating the Communication Matrix into Slovenian. They presented a poster today that compared scores on the Matrix administered by parents versus SLPs. The participants were 17 children, most of whom were preschoolers who use some form of AAC. They found that SLPs tended to score the children higher than did their parents. We discussed the possibility that parents and SLPs may have different ideas about what communication is.
We look forward to further research from this group. And we are excited that soon we will be able to make the Slovenian translation of the Matrix available through this web site!
ISAAC unveiled a wonderful song, \"I've Got a Lot to Say\", a \"tribute To Stephen Hawking, folk and hard rock fusion\". Check it out!
","userID":2023,"timestamp":"2016-08-09T11:08:20.897","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1075,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5667,"postID":8379,"userID":4370,"timestamp":"2016-09-18T08:57:02.907"}],"PostCollectionItems":[{"collectionItemID":102,"collectionID":78,"postID":8379,"quote":""}]},{"postID":8382,"title":"Challenges of providing services to people with disabilities in low-income countries.","body":"At ISAAC today P.Parnes, G. Hashemi and J. Njelesani presented results of studies conducted by the International Centre for Disability and Rehabilitation of the University of Toronto on the status of people with disabilities in seven very low-income countries. The countries were Vietnam and the African countries of Togo, Sierra Leone, Guinea, Niger, Zambia and Malawi (the poorest country in the world). Some of the many challenges they documented, that would impact upon the ability to offer services of any sort include:
All of these conditions, exacerbated by poverty, serve as barriers for all types of services for persons with disabilities, even when appropriate legislation has been passed by the government. There is a lack of speech services in these countries also: Togo has no speech-language pathologists, while Vietnam graduated its first cohort of SLPs in 2012. Challenges such as these are humbling for those of us who support individuals with complex communication disorders in the wealthier countries.
","userID":2023,"timestamp":"2016-08-10T23:44:09.62","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":4198,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":103,"collectionID":78,"postID":8382,"quote":"Research on services in developing countries"}]},{"postID":8616,"title":"Great Blog Post \"6 Habits of a Rare Mama -My Goals for the New Year\"","body":"\"My goals this year are more about my mental and emotional well-being, and I’m seriously keeping my fingers crossed that with a better
emotional outlook, those extra pounds I added these last four years are going to magically disappear. Here I have taken my favorite “top 10’s”
and added how I’ve learned about them in my own life and planning on sticking to them this year.\"
This is a wonderful blog post from a mother of a child with a rare disease. Check out her New Year's resolutions. Did you have any resolutions or goals to improve your well-being?
http://www.eparent.com/blog/6-habits-rare-mama-goa...
","userID":2023,"timestamp":"2017-01-27T19:57:25.383","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":260,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8617,"title":"\"How to Overcome Access Barriers to SGD Funding\" ","body":"\"Presenter: Lewis Golinker, Esq., AAC Advocate\n\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\n\nUSSAAC Committee: Stephanie Meehan (Chair), Wendy Quach, Sarah Blackstone\n\nSeminar Highlights: SGD funding exists because clinicians, researchers, educators, manufacturers, and advocates have worked and continue to work together -- often under USSAAC's banner -- to challenge and overcome a wide range of barriers to SGD access. This seminar will review six of these barriers and describe how responses were developed and roles were assigned and implemented. The central importance of a community-wide membership organization, such as USAAC, in expanding and protecting SGD access will also be discussed.\nSpeaker Bio: Lewis Golinker is an attorney who has long served as USSAAC's Advocacy Director. He has more than 34 years of experience expanding and protecting access to funding for speech generating devices. \n \nRegistration is limited to the first 100 individuals, so reserve your spot today:\n\nhttps://attendee.gotowebinar.com/register/3365601074629677057\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website (https://www.isaac-online.org/english/news/webinars/) for the complete webinar series archives.\n\nRegards and thanks, \n \nFranklin Smith\nExecutive Director\"\n","userID":2023,"timestamp":"2017-01-27T20:17:44.697","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-15T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"USSAAC/ISAAC","eventStartTime":"7:00 PM","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8618,"title":"Resources for Parents from the Organization for Autism Research (OAR)","body":"These look like they could be some great resources for parent navigating the world of special education, assessment, and research. Check out the info on each guide below!
Don't Navigate Special Education Alone
Overwhelmed? We at OAR know that it can sometimes be a daunting experience for parents to learn the assessment process, sift through complex research, and
ensure their children with autism have access to a quality education. These guides prepare parents with the tools to be their child's best advocate. Remember, they are available for immediate download, and up to two hard copies of each guide are available for free - just click the buttons below!
Navigating the Special Education System
It often falls on the parents to assure that their child's challenges are addressed with research-based interventions within the school setting. In order to do
so, parents must have a basic understanding of special education services, their child's rights, and their own.
This guide addresses topics such as:
Order the Guide
A Parent's Guide to Assessment
By using highly technical language and focusing on “deficit performance,” assessments can often frustrate parents. In addition, autism and medical professionals rarely explain outcomes in terms that parents can use to set goals for their children. This guide aims to help parents better understand the assessment process and use this knowledge to improve services and interventions for their children.
The guide includes:
A Parent's Guide to Research
Understanding a complex spectrum disorder like autism is difficult enough in a purely academic setting. Yet when parents learn of their child’s autism diagnosis, they are tasked with educating themselves about autism and the wide range of treatment options available. Research can play a critical role in that education. That is why we created A Parent’s Guide to Research, a basic primer on autism research.
In it, learn how to:
Find information about autism
Distinguish between research-based and non-research-based information
Become savvy consumers of information by giving parents the tools to identify reputable research
Evaluate research studies using a guiding uniform framework
Interpret and apply findings to individual situations and needs
Order the Guide
The IRIS Center put out a free online module.
You can find it here: http://iris.peabody.vanderbilt.edu/module/asd2/
Here is what they say about it \"Autism Spectrum Disorder (Part 2): Evidence-Based Practices (January 2017), highlighting effective strategies that can be used for teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). A number of the strategies and examples provided are particularly effective with young children. The module includes video examples, practice vignettes, and recorded interviews. The first module in this two-part series, Autism Spectrum Disorder: An Overview for Educators (August 2015), provides information on the early warning signs of ASD, the difference between a medical diagnosis and an educational determination of ASD, the strengths and needs of children with ASD, key team members, and how family members might be affected.\"
","userID":2023,"timestamp":"2017-02-02T00:15:23.81","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1256,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8624,"title":"Rare Disease Day 2017","body":"http://rarediseaseday.us/\nhttps://www.youtube.com/watch?v=dJwBAM6hlyQ\n \n\"Did you know? Rare diseases are not so rare: there are 7,000 rare diseases & disorders that combined affect 30 million Americans–1 in 10 of us–and more than half are children.\n\nPeople with rare diseases have tremendous unmet needs, including misdiagnosis, a long time to finally receive a correct diagnosis, and when they do, 95% have no treatment with ZERO CURES.\"","userID":2023,"timestamp":"2017-02-02T17:27:13.123","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-02-28T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"National Orginization of Rare Disorders (NORD)","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":8628,"title":"CEC Special Education Convention & Expo","body":"Join your colleagues at the annual CEC Special Education Convention & Expo in Boston. Information is below:\n\nhttp://www.cecconvention.org/","userID":2023,"timestamp":"2017-02-08T22:47:17.63","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-04-19T00:00:00","eventEndDate":"2017-02-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Hynes Center Convention Boston MA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CEC Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8629,"title":"DEC 2017 Conference","body":"The Division for Early Childhood's 33rd International Conference on Young Children with Special Needs and their Families will take place in Portland, OR this year. Details are here:\n\nhttp://www.decconference.org/attendees-2017\n","userID":2023,"timestamp":"2017-02-08T22:54:27.427","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-04T00:00:00","eventEndDate":"2017-10-06T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Oregon Convention Center, Portland, OR","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"DEC Division for Early Childhood (Council for Exceptional Children)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8639,"title":"2017 ASHA Convention","body":"The annual ASHA Convention will be held in Los Angeles November 9-11, 2017 and is expected to draw 15,000 attendees. The theme this year is \"Focus on the Big Picture\".\n\nDetails may be found here:\n\nhttp://www.asha.org/events/convention/","userID":2023,"timestamp":"2017-02-13T18:33:43.95","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-11-09T00:00:00","eventEndDate":"2017-11-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Los Angeles Convention Center","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ASHA (American Speech-Language-Hearing Association)","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8640,"title":"Pacific Rim International Conference on Disability and Diversity (PacRim 2017)","body":"The annual PacRim Conference will be held in Honolulu October 9-11, 2017. The theme this year is \"Sustainability\".\n\nDetails may be found here:\n\nhttp://www.pacrim.hawaii.edu/","userID":2023,"timestamp":"2017-03-29T17:11:03.863","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-10-09T00:00:00","eventEndDate":"2017-10-11T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":8641,"title":"USSAAC Webinar Series Cortical Visual Impairment: The Everyday Impact on People who use AAC","body":"Cortical Visual Impairment:\nThe Everyday Impact on People who use AAC\n \nTuesday, June 6th, 2017 @ 7:00 PM ET\n \nPresenter: Dr. Christine Roman-Lantzy, Ph.D.\nFacilitator: Sarah Blackstone, PhD, CCC-SLP\nUSSAAC Education Committee: Sarah Blackstone, Betsy Caporale, Gretchen Cole-Lade, Amy Goldman, Amanda Hettenhausen, Mike Hipple, Richard Hurtig, Stephanie Meehan, Wendy Quach, and Lisa Timm\nSeminar Highlights: This webinar focuses on people in the AAC community who are at risk for cortical visual impairment (CVI). CVI is the largest cause of visual impairment in children. Because vision plays a key role in the development of language and communication, and because AAC approaches depend so heavily on vision, family members and AAC providers need to know about CVI. This webinar will increase awareness and provide strategies for assessing and planning interventions for individuals with CVI.\nDr. Christine Roman-Lantzy, Ph.D. is a world leader in furthering understanding, assessment, and intervention strategies for individuals with Cortical Vision Impairment. \n\nRegister here:\nhttps://attendee.gotowebinar.com/register/3357206305604951299\n\nPlease note:\n Attendance is only guaranteed for the first 100 registrants who connect to the webinar.\n\nUpon registration (free of charge), you will receive a confirmation email containing information to assist you in joining the webinar.\n\nASHA CEUs are available free to USSAAC/ISAAC members only. For non-members, the cost is $25. Please note that CEUs are only available for those attending the live webinar.\n\nWe hope you will be able to attend this exciting new webinar! Remember to visit the ISAAC website for the complete webinar series archives.\n","userID":2023,"timestamp":"2017-05-03T23:44:36.953","posted":true,"featured":false,"originalPostID":null,"eventDate":"2017-06-06T00:00:00","eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":0,"location":null,"locationLat":"27.6648274","locationLong":"-81.51575350000002","isEvent":true,"personOrganization":"ISAAC- USSAAC ","eventStartTime":"7:00 PM ET","eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9723,"title":"The Matrix Assessment is Translated in 16 different languages","body":"Did you know the online version of the assessment and community is translated in 7 different languages (Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch)? You can access these versions by clicking
We have a great library of short videos (along with text descriptions) that will help guide new and returning members. You can find these videos here: https://communicationmatrix.org/Matrix/Pages/Using... or by clicking \"Using the Matrix\" under the assessment tab.
They range from topics on creating an account and starting an assessment to reviewing assessments, using results to plan instruction, group management, and Custom Reports.
Do you wish we had a video walking through another aspect of creating and using assessments? Let us know in the comments!
Project Core (directed by Dr. Karen Erickson, Center for Literacy and Disability Studies) has created a number
of professional development modules that are available through their web
site. The one titled “Assessing Communication
Abilities” features the Communication Matrix.
Check it out at:
http://www.project-core.com/professional-developme...
","userID":2023,"timestamp":"2017-03-15T18:57:50.177","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":915,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5812,"postID":9725,"userID":2020,"timestamp":"2017-03-20T23:29:53.1"},{"starID":5813,"postID":9725,"userID":16473,"timestamp":"2017-03-23T22:14:27.653"}],"PostCollectionItems":[]},{"postID":9730,"title":"Getting Deep into the Assessment","body":"Did you know you can view the degree to which the individual has mastered each of the seven Levels of communication? You can see the percentage of mastery for each cell in the assessment! In the attached video you can see how to click the level name from the profile to view this detailed information.
You can also show progress on each assessment by clicking the arrows at the top of the assessment to scroll through the assessments in order of administration. You can also set it to go without clicking, but clicking the \"play\" option at the top of the page.
The next level of detail you can get is by looking at the skills list which outlines the specific behaviors that the individual uses to communicate. You may find it either from your Dashboard or by clicking on Skills List at the top left of a Profile.
You can learn more about reviewing assessments here: https://communicationmatrix.org/Matrix/Pages/Using...
Have you used these options for yourself or while sharing the results of the assessment with another stakeholder? How have they helped you?
","userID":2023,"timestamp":"2017-03-21T17:43:37.51","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1731,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":211,"collectionID":110,"postID":9730,"quote":"Want to get more detail about the individual you assessed? Check out this post!"}]},{"postID":9731,"title":"PDF Translations","body":"Did you know we have The Communication Matrix PDF translated into 9 different languages (and counting)?
You can find them by clicking \"Translations\" at the bottom left of the page. Or you can follow this link: https://communicationmatrix.org/NewTranslations
Currently, the PDF is translated into Romanian, French, Portuguese (Brazilian), Bulgarian, Hebrew, Hungarian, German, Persian, and Swedish. In many languages, both the professional and parent (the version on the website) versions are translated. These translations were generously donated by translators from around the world. They are great if you work with family members for whom English is not their first language or if you have a collegue in another country. More are in progress right now!
","userID":2023,"timestamp":"2017-03-21T18:04:10.697","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2607,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":212,"collectionID":110,"postID":9731,"quote":""}]},{"postID":9733,"title":"Getting the Most out of the Community","body":"","userID":2023,"timestamp":"2017-03-23T23:08:31.607","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":3,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":9747,"title":"Communication Matrix Online is translated into 7 languages!","body":"Did you know www.communicationmatrix.org is available in Spanish, Chinese (traditional), Russian, Korean, Vietnamese, Czech, and Dutch?
Not only can you complete the assessment and explore the community in these languages, but you can also translate the finished assessment profile into any language. You can do this by pulling up the profile you wish to translate, choosing a language from the drop down at the top of the page to the right of \"Start a New Matrix\" (see the screenshot below). Then you just need to refresh the page to get your assessment in another language to share with the parent you are working with!
April is Autism Awareness Month!
The Organization for Autism Research (OAR) has some great resources to support all members of autism community.
You can find them here: https://researchautism.org/resources/?utm_source=O...
The National Autism Society also has wonderful ideas on what to do during this month to get involved:
http://www.autism-society.org/get-involved/nationa...
","userID":2023,"timestamp":"2017-04-14T16:26:33.323","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":575,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":11112,"title":"DEC Recommended Practices","body":"Many of the presenters at the DEC conference emphasized the DEC recommended practice guidelines. According to DE (2014), the goal of the recommended practices is \"to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.\" The topic areas include: (a) Leadership, (b) Assessment, (c) Environment, (d) Family, (e) Instruction, (f) Interaction, (g) Teaming and Collaboration and (h) Transition. For anyone working in Early Childhood settings,we encourage you to take a look at the Recommended Practice.
Three recommended practices stand out to us regarding the work we do with the Communication Matrix Projects:
•A1. Practitioners work with family to identify family preferences for assessment processes.
•A2. Practitioners work as a team with the family and other professionals to gather assessment information.
•A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
Included in this post is a PDF copy of the recommended practices which is also available from the DEC website: https://divisionearlychildhood...
","userID":2023,"timestamp":"2017-10-12T23:32:42.84","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1950,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":287,"collectionID":134,"postID":11112,"quote":"We love the DEC recommended practices and want to share resources about them with you! "}]},{"postID":11115,"title":"Resources on Federal Policies that Support the Inclusion of Young Children with Disabilities ","body":"Do you work in an inclusive early childhood program? Do you need more resources to support the inclusion of young children with disabilities into your early childhood program? If so-- you are in luck! We were at the DEC conference last week and attended a very interesting poster session from Priscilla Irvine on Federal Policies that support the inclusion of Young Children with Disabilities.
We've included these resources as PDFs as part of our post.
In our view, some standout recommendations were:
(a) Bring partners including families together and co-construct mission statements for inclusion.
(b) Hold state conferences and develop resources to promote best practices in inclusion.
(c) Establish policies, procedures, and practices that support family engagement.
","userID":2023,"timestamp":"2017-10-13T17:04:06.89","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1091,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":288,"collectionID":134,"postID":11115,"quote":"We took the time at DEC to learn more about educational policy issues specific to young children with disabilities. We offer some resources in our post here!"}]},{"postID":11141,"title":"Intentional Teaching ","body":"We attended a session that provided an overview of an interdisciplinary professional development program for Birth to Five Practitioners by Katherine Cullinan Holman, Erica Solliday, Beth Plumb, and Catherine Walton. The session provided an innovative model for cross disciplinary training using self reflection, coaching, and video-examples. Attached is a handout from the presentation. We thought many of the strategies described are applicable to teams working with young children and older students with exceptionalites.
As we've been at the DEC conference this past week, we've been gathering up resources for those of us who work with children ages 0- 8. Have you heard of CONNECT modules, free web modules to support Early Childhood professionals? Many of the presenters were talking about them at DEC. CONNECT modules are free online modules to help practitioners use specific practices such as embedded instruction, or better understand specific processes such as transition.
http://community.fpg.unc.edu/c...
Check out one of the seven FREE MODULES!
1. Embedded Instruction
2. Transition
3. Communication for collaboration
4. Family-Professional Partnerships
5. Assistive Technology
6. Dialogic Reading Practices
7. Tiered Instruction
Below we've included links to the project's videos hosted on you tube, so you can get a sense of the type of information shared within the module. We included videos that focus on communication for children with complex communication needs.
","userID":2023,"timestamp":"2017-10-13T19:00:56.36","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1834,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5889,"postID":11144,"userID":2023,"timestamp":"2017-10-13T19:04:03.143"}],"PostCollectionItems":[{"collectionItemID":290,"collectionID":68,"postID":11144,"quote":"We came across this fabulous resource the Connect: Center to Organize Early Childhood Knowledge. We think many of our users will appreciate the resources and videos shared in this post. "},{"collectionItemID":291,"collectionID":134,"postID":11144,"quote":"We love the Connect: Center to Mobilize Early Childhood Knowledge Project. We thought our friends on this community would enjoy the videos and resources developed by the CONNECT project. "}]},{"postID":11176,"title":" Sexual Abuse of Children with Disabilities","body":"Betsy Kanarowski of The Younique Foundation and Susan Johnston of the University of Utah share information about this difficult to talk about, but very important subject.
There has been a lot of discussion lately in the news about sexual harassment, abuse, and assault. What is often missing from these very important conversations is particularly vulnerable populations. Children with disabilities are 3 times more likely than their peers without disabilities to be the victim of some type of abuse (http://www.thearc.org/what-we-...).
Kanarowski and Johnston share prevention strategies:
The following post was written by Lindsay Kiszkowski, speech-language pathologist in Illinois:
\n
Total communication is a large part of the two classrooms I currently work in. Having a variety of students transitioning from fifth grade to sixth grade as well as move-in’s this year coming from different school districts as well as countries our teams have had to become increasingly inventive in finding ways to promote accessible communication. Specific forms of communication tools we have utilized this year include low-tech boards of specific student’s AAC devices (e.g. touch chat or PRC Unity) to help staff become more familiar with students’ devices without taking the device away from the student. Large low-tech core boards have also been helpful to promote specific core words the student may be working on to increase their MLU when answering questions, asking questions, or describing. Single word signs have also been helpful to students who may have a difficult time concentrating on spoken or verbal directives or questions. Students working on verbalizing have also benefited from visual phonics to provide supplemental supports to producing specific consonants or vowel forms in a specific sequence. All in all the use of total communication has been widely beneficial for middle school students working to achieve successful exchanges with others in the school setting.
\n\n
\n\n","userID":2023,"timestamp":"2018-06-11T19:06:28.263","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1305,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5970,"postID":17065,"userID":2018,"timestamp":"2018-06-12T02:15:37.883"},{"starID":5974,"postID":17065,"userID":42625,"timestamp":"2018-06-18T22:07:08.12"}],"PostCollectionItems":[{"collectionItemID":377,"collectionID":146,"postID":17065,"quote":"In this post, Lyndsay (SLP) describes several ways she has promoted total communication in her classroom. "}]},{"postID":17067,"title":"Total Communication in an Early Childhood Classroom","body":"\n\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. We find that the most useful signs for communicating include:
\n***
\nWe also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
\n\n
***
All or our students have access to and use all of the above and more!
\n","userID":2023,"timestamp":"2018-06-13T20:16:02.413","posted":false,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":5,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":17253,"title":"Total Communication in an Early Childhood Classroom","body":"\n
\n
\n
\n
\n\n
The following post was written by Mary Solberg, speech-language pathologist in Illinois:
\n\n
In our Early Childhood classroom we use all possible modes of communication! Every student, even if the have an iPad with a communication app, also uses other supports. Our supports that are “no-tech”, “lo-tech”, and “high-tech”. Many students readily learn signs. The first picture below shows what we find to be the most useful signs for communicating include:
We also use iPads with “Touch Chat” app; the “Flip-N-Talk” system with “core” and “fringe” vocabulary; activity boards (snack board, bubbles board, vehicle play board, etc.); story boards for particular stories; and buttons for single messages or short sequences containing 1-3 comments.
All or our students have access to and use all of the things seen below and more!
\n
\n
\n
\n","userID":2023,"timestamp":"2018-06-13T20:19:27.557","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":965,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5972,"postID":17253,"userID":2018,"timestamp":"2018-06-15T17:10:07.623"},{"starID":5975,"postID":17253,"userID":42625,"timestamp":"2018-06-18T22:07:25.337"}],"PostCollectionItems":[{"collectionItemID":378,"collectionID":146,"postID":17253,"quote":"In this post, Mary discusses various communication supports she uses in her Early Childhood classroom. "}]},{"postID":17441,"title":"Total Communication at Snack","body":"
The following post was written by Janet Waldman (speech-language pathologist) and Diane Fuchs (educator) in Illinois:
One way our non-verbal student communicates with verbal peers is using “Go Talk” on an iPad to ask peers if they would like snack. Pictures of snacks were added from the device and/or online. A typical peer was used to record the questions (i.e. “Do you want yogurt?”) The verbal peers are learning to look at the verbal student after she activates the switch to ask if they want snack, so the interaction is appropriate.
Snack Place Mats (see image below) – These placemats are beneficial to communicate receptively and expressively. Pictures are readily available to support students as they learn to request items, ask for more and make comments. Yes/no is readily available as well as a visual support to throw garbage away.
Another way our students communicate at snack time is by using a sentence strip. Some students begin with just “want snack” and it can grow to “I want snack please”. For other students who are not verbal, we use a Tech Talk to communicate a snack request. In addition to successfully communicating a request for snack, the child learns left to right progressions.
","userID":2023,"timestamp":"2018-06-19T16:39:32.107","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":808,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5976,"postID":17441,"userID":2023,"timestamp":"2018-06-19T16:40:09.403"}],"PostCollectionItems":[{"collectionItemID":379,"collectionID":146,"postID":17441,"quote":"In this post, Janet and Diane discuss using total communication strategies at snack time."}]},{"postID":17566,"title":"Communication & Behavior: The Magic of Core Vocabulary!","body":"\n\nThe following post was written by Jeni Baron (SLP), please see the end of\nthe post for her complete biography:
\n\n
Working with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n
Walking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n
Some of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n
The\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n
\n\n
\n\n
-PBIS/Second\nStep programming
\n\n
\n\n
RESULTS:
\n\n
Consistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n
In just\nthe last year, we’ve witnessed:
\n\n
-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n
and
\n\n
-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n
THANK YOU\nfor your time!
\n\n
Jeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n
\n\n
\n\n
\nThe following post was written by Jeni Baron (SLP). Please see the end of\nthe post for her complete biography:
\n\n\n
\nWorking with 3-5 year olds\nis an adventure (to say the least!). I thoroughly enjoy this part of my\nlife. Along with being a wife, mom, friend, Sunday School teacher, and a\nvariety of other roles... Monday through Thursday each week, I get to\nstep into the EC program in the Batavia Public Schools to serve the students,\nfamilies, and staff that are a part of the Early Childhood Program at the Alice\nGustafson Elementary School/Early Childhood Center.
\n\n\n
\nWalking\nthrough the doors of EC in Batavia you will find: dedicated staff tirelessly\ngiving of themselves to support the littlest learners of the district and\namazing children with a variety of gifts/talents/and needs! It is truly\nan amazing place to be.
\n\n\n
\nSome of\nthe needs that present themselves in our classrooms include BEHAVIORS that are\nchallenging (from both the staff and students, lol!). I believe\nthat all communication is a behavior and all behaviors communicate something\n(anger, love, fear, confusion, happiness, hurt, etc…). So, in our EC\nprogram we work hard to acknowledge this truth that ALL behavior is\ncommunication, and act accordingly with strategies and tools to support our\nkids and staff.
\n\n\n
\nThe\nSTRATEGIES AND TOOLS we use regularly include the following:
\n\n\n
\n\n\n\n
\n\n\n\n
\n-PBIS/Second\nStep programming
\n\n\n
\n\n\n\n
\nRESULTS:
\n\n\n
\nConsistent\nand universal use of these tools, principles, programs, and strategies have\ncreated amazing results across the classrooms in our program!
\n\n\n
\nIn just\nthe last year, we’ve witnessed:
\n\n\n
\n-children\n(aged 3-4) exhibiting significant profanity and aggressive behaviors transform\ninto children exhibiting the use of belly breathing, emotion words to state\ntheir feelings, and verbal social story phrases with peers…
\n\n\n
\nand
\n\n\n
\n-adults\npresenting with an overwhelming calm and consistent approach to students\nexhibiting significantly aggressive and explosive behaviors…
\n\n\n
\nTHANK YOU\nfor your time!
\n\n\n
\nJeni's\nbio: Jeni is a blessed\nwife of Jimmy, and a proud mom to AJ and Bodee. She is a SLP in the Early\nChildhood Center of Batavia Schools #101. She’s worked in Batavia for 18\nyears serving children with complex communication needs, and she loves each\nday! She loves the challenges that each day brings, and welcomes\ncases that bring chances to learn new things, be creative, and new\nopportunities to connect with families.
\n\n\n
\n\n
\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:20:11.25","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1218,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5983,"postID":17567,"userID":2018,"timestamp":"2018-07-02T21:04:03.313"}],"PostCollectionItems":[{"collectionItemID":386,"collectionID":148,"postID":17567,"quote":"In this post, Jeni Baron (SLP) discusses strategies and tools to support positive behavior in the classroom by facilitating communication. "}]},{"postID":17569,"title":"AAC Education within the General Education Classrooms","body":"\n\nThe following post was written by Sabina Walker (SLP):
\n\n\n
\nI am an SLP who works with students who have a variety of\ndisabilities and complex communication needs. I work with students in the k-2\nand 3-5 Instructional Learning Program (ILP) at Grace McWayne School in\nBatavia, Il. Previously, I worked at a pediatric outpatient clinic where I\nthought I would be content working the rest of my life. However, while\nattending the University of Illinois-Chicago Assistive Technology certificate\nprogram, I spent a summer with Pat Politano out in the field where I assisted\nin the AAC evaluation process with adults with congenital and acquired\ndisabilities that affected their ability to communicate effectively. This\nexperience inspired me to pursue a career in the public school system where a\npart of my work would entail educating others on the importance of supporting\nindividuals with complex communication needs. Two years into this journey and\nhere is how we are doing it so far:
\n\n\n
\nMonthly Staff Training
\n\n\n
\nLast year, the staff within the 3-5 ILP classroom stated that they\nunderstood the importance of supporting students who required AAC systems to\ncommunicate, but they just were not sure how to implement this within the\nclassroom. We had a meeting with our Director of Student Services and the\nbuilding principal. They agreed to allow us to meet once a week for 45-minutes\nbefore the start of the school day (paraprofessionals were paid to come in).
\n\n\n
\nAs a team- the ILP classroom teachers, paraprofessionals, and\nrelated service providers- came together to review each student’s\ncommunication, behavioral, and academic skills and supports that they needed. I\nalso provided education on core vocabulary and the different AAC systems that\nstudents used. Although we came up with plans on how to support specific\nstudents, we realized that there were communication skills that all of the\nstudents could benefit from.
\n\n\n
\nAt first we started with a core word of the week within the ILP\nclassroom so that staff could learn the location of target words, but quickly\nrealized we needed to up the ante. We started a “question of the week” where\neveryone supported students in learning how to ask questions. Some questions\nwere targeted more than a week. I posted all of the pathways for the\ntarget questions outside the classroom door and within the classroom. Everyone\nworked with the students on these target questions across the day and the\nresults were astounding. Students who overgeneralized, “I want…” were now\nasking questions to gain information and for items that they needed. This\nyear, we meet once a week and anyone in the school is invited to come and learn\nabout how to use AAC and support students who use AAC. Staff members are\nprovided with access to modeling devices to use with students or take home to\nfamiliarize themselves with the location of words and how to practice Aided\nLanguage Input.
\n\n\n
\nAAC Education within the general education\nclassrooms:
\n\n\n
\nAt the start of the 2016-17 school year, I signed up to be a\nMystery Reader in a second grade, general education classroom. I read a book by\nMo Willems with a speech generating device. At the end of the story the\nstudents asked a lot of questions about the device and if they could spend time\nto learn how to use the devices. Their teacher had been reading them “Out of My\nMind” by Sharon Draper, so I went back into their classroom with an armful of\ndevices, communication books and boards, and we talked about the organization\nof each system and how to use them. It was a great experience, so I went into\nsome of the other classrooms where students who use AAC participated within the\ngeneral education setting and provided education about a variety of topics\nrelated to complex communication needs and AAC.
\n\n\n
\nThis\nschool year I teamed up with my colleague, Kellie Myers, who is the building\nlevel SLP and supports the students on my caseload through the Circle of\nFriends program that she and our school social worker run together.\n Kellie and I went into each classroom and talked about the AAC systems,\nhow to use them, and set up a station in some of the classrooms where they\nwould have access to the AAC systems for a week. At the end of the school year,\nKellie and I teamed up with our colleague Jennifer Duffy, who is an\nInstructional Technologist, to create and AAC Breakout session (https://www.bps101.net/news/gms-students-use-aac-devices-to-breakout), which was the highlight\nof my year. It was really exciting to see students apply the knowledge about\nAAC that they acquired.
\n\n\n
","userID":2023,"timestamp":"2018-07-02T20:21:52.44","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2246,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5981,"postID":17569,"userID":2018,"timestamp":"2018-07-02T20:59:00.627"}],"PostCollectionItems":[{"collectionItemID":383,"collectionID":148,"postID":17569,"quote":"In this post, Sabina Walker (SLP) details two of the ways she has worked to educate her school team regarding how to best support students using AAC systems to communicate. "}]},{"postID":17570,"title":"How To: Core Language Poster in EC Self-contained Classroom","body":"\nThe following post was written by Kim McSherry (Educator):
\n\n\n
I am an early childhood SLP at Grove Children’s Preschool in Downers Grove SD #58. I recently attended a PODD training with Linda Burkhardt this Spring and I was inspired. I learned the importance of modeling a visual language system to non-verbal students. I was motivated to get a core language poster up and running in our district’s self contained preschool classroom by the end of the school year! I was told about a free resource, Project-Core. The website provides pre-made core language boards in a variety of sizes. Very helpful when the school year is quickly coming to an end and paperwork is piling up!
\n\nMethod:
\nI printed the 36 location universal core classroom poster PCS (picture communication symbols). I had to print on 8.5”x11” paper and enlarge it on our district’s poster copier. Unfortunately it only prints in black ink. I used Boardmaker to print the picture squares in color and attached them with velcro to the laminated poster. I can use the pictures to “pull and show” versus just pointing to the pictures on the poster at the front of the room. This provides more options for accommodating individuals’ needs with attention and vision deficits. It also allows an opportunity for making a choice between 2 pictures.
\n\nImplementation:
\nI use the core language poster to model language during literacy activities while reading adapted books made with Noisy Stories by Mayer Johnson. Currently we are reading the “The Little Egg.” We are focusing on the core word “not” as the students try to find the mother of the little egg. Since I made a “pull and show” poster I can pull the “not” picture off the core language board and show each student the symbol when saying the repetitive line of “(animal) is NOT the egg’s mama.”
\n\nNext Steps:
\nThe teacher and classroom assistants will have access to this poster to model language throughout the school day. With adequate training, modeling and practice, my hope is that the core language poster will become part of the daily programming and lesson planning in that classroom.
\n\n\n
\n","userID":2023,"timestamp":"2018-07-02T20:21:02.267","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1323,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5984,"postID":17570,"userID":18000,"timestamp":"2018-07-10T01:32:20.413"}],"PostCollectionItems":[{"collectionItemID":385,"collectionID":148,"postID":17570,"quote":"In this post, Kim McSherry (Educator) details how to create a core language poster using free resource. "}]},{"postID":17571,"title":"Importance of Modeling Language using Core Language Boards","body":"\n
\n\n
The following post was written by Anna Cupsco (educator):
\nMy name is Anna and I am a self-contained special education teacher for 2nd, 3rd, and 4th grade students in Downers Grove. This year our SLP and Developmental Learning Program team began implementing core boards with all students in the class. We have a “core word of the week” each week and model for the students the use of the word through repeated readings and everyday speech. It is so important to model language for our students! This video does a nice job showing how to model language using a core board during a preferred activity.
\n\n","userID":2023,"timestamp":"2018-07-02T20:21:24.627","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":1445,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":5982,"postID":17571,"userID":2018,"timestamp":"2018-07-02T20:59:38.127"},{"starID":5985,"postID":17571,"userID":18000,"timestamp":"2018-07-10T01:36:15.477"},{"starID":5993,"postID":17571,"userID":68059,"timestamp":"2018-08-16T01:47:07.713"}],"PostCollectionItems":[{"collectionItemID":384,"collectionID":148,"postID":17571,"quote":"In this post, Anna Cupsco (Educator) shares a video demonstrating how to model language using a core board during a preferred activity."}]},{"postID":24512,"title":"CEC 2021 Convention","body":"Welcome to CEC L.I.V.E.\nJoin us on March 8-13 for CEC’s Learning Interactive Virtual Event (L.I.V.E.), featuring 700+ on-demand sessions, 3 keynote presentations, 30 live mainstage sessions, 400 poster videos, a series of pre-conference workshops, and more. For details:\n\nhttps://exceptionalchildren.org/events/cec-2021-convention-expo","userID":2023,"timestamp":"2020-11-17T11:08:10.913","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-08T00:00:00","eventEndDate":"2021-03-13T00:00:00","moderatorID":null,"justification":null,"show":true,"views":56,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24513,"title":"ATIA 2021 AT Connected","body":"Join Us for ATIA 2021:\nAT Connected\nOver the past 21 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology—and our virtual event will be no different.\n\nWe’ve designed a virtual event that meets your needs—you choose the days, times, topics, format and budget that work for you—and delivers on our commitment to educate, connect and advance our AT community.\n\nREGISTER TODAY:\nhttps://www.atia.org/atia-2021/","userID":2023,"timestamp":"2020-11-17T11:16:12.073","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-25T00:00:00","eventEndDate":"2021-01-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":33,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Assistive Technology Industry Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24515,"title":"ISAAC Conference 2021","body":"The 2020 conference has been rescheduled for 2021 in the same location in Cancun, Mexico.\n\nJuly 31-August 1, 2021: AAC Camp, Pre-Conference Workshops, Executive and Council Meetings\n\nAugust 2-5, 2021: Main Conference at the Cancún ICC \n\nPlease mark your calendars and plan to attend ISAAC Conference 2020. Re-visit this page for updates and follow #ISAAC2020 on Twitter.\n\nhttps://isaac-online.org/english/conference-2020/\n\n","userID":2023,"timestamp":"2020-11-17T11:31:38.84","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-07-31T00:00:00","eventEndDate":"2021-08-05T00:00:00","moderatorID":null,"justification":null,"show":true,"views":308,"location":"Cancun ICC Cancun Mexico","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"International Association for Augmentative and Alternative Communication","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24518,"title":"DEC Conference 2021","body":"The Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Community Conversations are new this year matching you with like minded professionals and families as we explore our national response in EI/ECSE to issues of inclusion, equity, and social justice as well as virtual learning and other critical issues. Make plans to join us! \n\n \n\nYou can expect traditional DEC offerings such as engaging keynotes, poster sessions on the latest practices and research, new networking opportunities, and access to the DEC exhibit hall throughout the conference. The conference platform will allow you to access live content on each conference day so you can interact with presenters and fellow attendees. If you can't make it that day, we'll record the sessions so you can access them later.\n\n\n https://www.decconference.org/\n\n","userID":2023,"timestamp":"2020-11-17T11:51:38.67","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-01-21T00:00:00","eventEndDate":"2021-01-29T00:00:00","moderatorID":null,"justification":null,"show":true,"views":29,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division for Early Childhood of the Council for Exceptional Children","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24520,"title":"CSUN Assistive Technology Conference","body":"The 36th Annual CSUN Assistive Technology Conference has been changed to a virtual event for 2021. Check this link for information on the conference, scheduled for March 6-14: \n\n\n\nhttps://www.csun.edu/cod/conference/sessions/","userID":2023,"timestamp":"2020-11-18T10:41:28.433","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-03-06T00:00:00","eventEndDate":"2021-03-14T00:00:00","moderatorID":null,"justification":null,"show":true,"views":35,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"CSUN Center on Disabilities","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24521,"title":"2021 ASHA CONVENTION","body":"We look forward with optimism to welcoming everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021. Check the following link for updates:\n\n\nhttps://convention.asha.org/cancellation-announcement/","userID":2023,"timestamp":"2020-11-18T12:52:49.493","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-11-18T00:00:00","eventEndDate":"2021-11-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":572,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"American Speech-Language-Hearing Association","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24522,"title":"Pacific Rim International Conference on Disability & Diversity","body":" INNOVATE AND ACTIVATE by joining the International Pacific Rim Conference (Pac Rim) on Disability & Diversity, the only conference on disability and diversity in the Pacific. Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa since 1988, Pac Rim has evolved into an international conference that has welcomed hundreds of presenters and attendees from across Hawaii, the nation and the world. \n\n\n In 2020 within the context of a global pandemic and shifting times, we elected to take a breather, reflect on our experiences and feedback from past conferences, hit the refresh button, and launch a fully virtual Pac Rim. Join us online on the following dates, Hawaii Standard Time:\n\n\n Pre- Conference: Saturday, February 27, 2021\n Main Conference: Monday, March 1 and Tuesday, March 2, 2021\n\n\nThe conference topics for Pac Rim 2021 include: \n\n Indigenous Knowledge, Perspectives, and Approaches\n Education, Teaching and Classroom Practices\n Deaf Community\n Family and Community Engagement\n Flourishing, Well-being, and Social-Emotional Learning\n Online Learning and Technology\n Transition, Inclusive Postsecondary Education, and Self Determination\n Creativity and the Arts\n Employment\n\nhttps://pacrim.coe.hawaii.edu/","userID":2023,"timestamp":"2020-11-18T13:19:24.927","posted":true,"featured":false,"originalPostID":null,"eventDate":"2021-02-27T00:00:00","eventEndDate":"2021-03-02T00:00:00","moderatorID":null,"justification":null,"show":true,"views":97,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies (CDS), College of Education, University of Hawaii at Manoa","eventStartTime":"12:00 AM","eventEndTime":"12:00 AM","PostStars":[],"PostCollectionItems":[]},{"postID":24523,"title":"2020 TASH Conference Virtual Edition","body":"This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun! Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action. \n\n\n\nhttps://2020tashconference.sched.com/","userID":2023,"timestamp":"2020-11-19T11:05:57.19","posted":true,"featured":false,"originalPostID":null,"eventDate":"2020-12-01T00:00:00","eventEndDate":"2020-12-09T00:00:00","moderatorID":null,"justification":null,"show":true,"views":20,"location":null,"locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"TASH","eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[]},{"postID":24524,"title":"Council for Exceptional Children Professional Development Opportunities","body":"
The Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. The CEC provides many options to support professional development. Below are a few of the options that can be reached through their website.
2021 Convention: CEC's Learning Interactive Live Event (L.I.V.E.). on March 8-13, 2021, will transform the Annual Convention & Expo into an online experience with 700+ on-demand sessions, 3 keynotes, 30 live mainstage presentations, 400 poster videos, pre-conference workshops, and more. You may register HERE .
The American Speech-Language-Hearing Association (ASHA) offers many avenues for professional development for its members.
2021 Convention: After cancelling the 2020 convention, ASHA will provide updates on their plans for their 2021 convention as they come together. The organization hopes to welcome everyone to Washington, D.C. for the 2021 ASHA Convention, November 18–20, 2021.
","userID":2023,"timestamp":"2020-11-23T11:01:54.64","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2847,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":485,"collectionID":170,"postID":24525,"quote":""}]},{"postID":24526,"title":"ISAAC Professional Development Opportunities","body":"The International Society for Augmentative and Alternative Communication (ISAAC) offers webinars for distance learning opportunities.
2021 Conference: ISAAC postponed its 2020 conference, and plans to hold the 2021 conference in Cancun, Mexico;
The Division for Early Childhood of the Council for Exceptional Children (DEC) offers a wide variety of learning opportunities designed for professionals who work with or on behalf of young children with special needs.
2021 Conference: The DEC's 36th Annual International Conference on Young Children with Special Needs & Their Families is a virtual event! We will kick off with pre-conference events on January 21st - 22nd, 2021. Then, from January 25th - 29th, 2021, join us as 130+ sessions offer the latest research, evidence based practices, and \"just in time\" advice for working with young children with disabilities, their families, and the professionals who serve them. Find details HERE .
","userID":2023,"timestamp":"2020-11-23T11:39:33.99","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2072,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":487,"collectionID":170,"postID":24527,"quote":""}]},{"postID":24528,"title":"Closing the Gap Professional Development Opportunities","body":"Closing the Gap provides news and resources about the use of assistive technology for special educators, rehabilitation professionals and consumers. Some of the resources available on their website are:
2021 Conference: After a successful virtual 2020 conference, plans are underway for next year's conference. Check back for details after january 1, 2021.
","userID":2023,"timestamp":"2020-11-24T12:35:50.437","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2259,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[],"PostCollectionItems":[{"collectionItemID":488,"collectionID":170,"postID":24528,"quote":""}]},{"postID":24529,"title":"AER Opportunities for Professional Development","body":"The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) provides various opportunities for professional development targeting providers who serve individuals with blindness or visual impairment.
2022 Conference: The 2020 international conference \"Gateway to Community\" was rescheduled for July 2022 in St. Louis, MO. Check back for details HERE .
","userID":2023,"timestamp":"2020-11-24T12:51:58.93","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":2235,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6118,"postID":24529,"userID":1012,"timestamp":"2021-03-09T10:01:33.807"}],"PostCollectionItems":[{"collectionItemID":489,"collectionID":170,"postID":24529,"quote":""}]},{"postID":24560,"title":"Arabic Translation of Communication Matrix Now Available in PDF Format","body":"An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new PDF may be found here:
An\">https://communicationmatrix.or...
An article about this accomplishment may be found here:
Great\">https://www.sharjah24.ae/en/ar...
Our great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. All PDF transalations may be found at this link:
An\">https://communicationmatrix.or...
The new Arabic tranbslation is attached to this post.
\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
An Arabic translation of the Communication Matrix in PDF format has been provided by volunteers associated with Sharjah City Humanitarian Services (SCHC) in the United Arab Emirates. The new Arabic translation is attached to this post. All PDF translations may be found at this link: https://communicationmatrix.or...
\n\nOur great thanks to Anwar Obeid, Senior Speech and Language Specialist, Halim Khalili, speech and language specialist, and the entire team who have made this possible.
The Communication Matrix is now available online in 10 languages and in PDF format in 14 languages. Use the “Translate this site into” drop-down at the top right of any page to see all language options.
The Communication Matrix Team
Did you know that as a user of the Communication Matrix your anonymized data goes into a database that is periodically analyzed for shared science? We use this anonymous data to learn more about communication skills in various populations with severe communication disorders.
A March 2021 article in the American Journal on Intellectual and Developmental Disabilities demonstrated how Communication Matrix shared science was used to find out how communication skills are impacted for individuals with a dual diagnosis of Autism Spectrum Disorder and Down Syndrome.
The article, authored by Communication Matrix Board members Alexandria Cook, Emily D. Quinn and Charity Rowland of Oregon Health and Science University, used the Communication Matrix to provide novel insights on prelinguistic and early symbolic behaviors in individuals with DS as compared to individuals with DS/ASD. This sample included 5,865 individuals residing in 54 countries, aged 0-21 years (with a mean of 8 years) with DS, of which 438 experienced both DS and ASD.
“This was an innovative study,” said Communication Matrix founder Charity Rowland. “It was the first to use an existing clinical repository with a large sample of individuals with DS and DS/ASD to describe pre-intentional and early symbolic communication behaviors.”
The article explored 3 main questions: Are expressive communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? Are social communication scores of individuals with a diagnosis of DS/ASD significantly different from scores of individuals with DS? What specific referential and conventional gestures and early symbolic behaviors do individuals with DS and DS/ASD use to communicate?
The article answered these questions and concluded that results of this study, along with previous studies, showed that individuals with a comorbid diagnosis of DS/ASD have measurable differences in expressive communication as compared to individuals with DS.
“We hope a greater understanding of these early communication behaviors leads to interventions more tailored for individuals with DS/ASD,” said author and Communication Board Member Alexandria Cook.
Access the full article here (access required): https://doi.org/10.1352/1944-7558-126.2.97
Tap into our online community of practice to share knowledge and improve intervention for individuals with complex communication needs.
Most users are aware the Communication Matrix website provides an assessment aimed at meeting the needs of early communicators. In fact, this assessment has been used by over 45,000 professionals and family members to evaluate the communication skills of more than 113,000 individuals with complex communication needs. But improving intervention for these individuals is also an important goal for the Communication Matrix Foundation. To that end, in 2014, the US Department of Education funded a 5-year project to create the Community of Practice.
The Communication Matrix Community of Practice—which you’re on right now—was created as a convenient online resource for professionals and family members supporting individuals at the earliest stages of communication development.
If you’re here, that means that you are one of our thousands of valuable community stakeholders who share the goal of advancing language and communication intervention for individuals with complex communication needs. Feel free to look around at other posts, use the powerful search feature to explore specific topics—and if you are unable to find answers to your questions, we encourage you to post them in this forum to get answers from the community-at-large.
Features of this Community of Practice include:
- Community forum for discussing and sharing information
- Collections of posts by professionals and nonprofessionals on various topics
- Events calendar of AAC-related activities relevant to stakeholders
- Shared Science section offering portraits of the communication skills of various populations with severe communication disorders
Communication Matrix Board Members wanted to get the word out about this valuable resource. They authored an article in Augmentative and Alternative Communication, the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), which describes communities of practice, justifies their need in AAC, and introduces the Communication Matrix Community of Practice (CMCoP).
“Online communities of practice are innovative models for continuing education,” said author and Communication Matrix Board Member Dr. Emily Quinn. “They offer a broadly accessible space to address knowledge gaps, mitigate barriers to AAC implementation in typical settings, and enhance the capacity of our stakeholders.”
Communities of practice are a method for both disseminating empirically-supported evidence, and discussing the clinical application of research in real-world settings.
“Given the importance of interdisciplinary cooperation in the field of AAC, our online community makes an important contribution to the professional development landscape by bringing together a diverse group of stakeholders who share the goal of improving assessment and intervention for individuals with complex communication needs,” said Communication Matrix founder Charity Rowland. “
Click here to access the full Journal article (access required): https://doi.org/10.1080/07434618.2019.1566400
Authors: Emily D. Quinn, Alexandria Cook, Jack Wiedrick and Charity Rowland
An October 2021 article published in ASHA’s Language, Speech, and Hearing Services in Schools journal detailed a study of the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals (teachers and SLPs) working with students with complex communication needs.
“Results of this study demonstrate the initial feasibility of this program for educational professionals and their students with complex communication needs,” said author and Communication Board Member Alexandria Cook. “We are excited to continue our mission of supporting professionals in practical ways that directly benefit their students.”
The study, authored by Communication Matrix board members, was conducted with 102 educator/student dyads. Their students (median age 12.5 years) had expressive communication impairments characterized by an expressive vocabulary of less than 10 words.
For one school year, the educators participated in an online program of webinars, coursework, and engagement with an online community of practice. The study authors used the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide to document progress across the course of the intervention.
In the end, the students showed small but significant increases on the Communication Matrix Assessment. Authors noted that findings must be interpreted cautiously, as the lack of a control condition made it challenging to determine whether these changes were due to the students getting older or due to the type of demands being put on them.
You can access the original article here (access required): https://doi.org/10.1044/2021_lshss-20-00154
For our users worldwide who support individuals with complex communication needs, the Communication Matrix is available in 23 languages online or in PDF format.
Currently, the Matrix is available in 10 languages online: English, Spanish, Czech, Chinese (traditional), Russian, Korean, Vietnamese, Dutch, Italian and French (Canadian). All languages other than English are free to use. To begin an assessment online in another language, go to the drop-down “Translate this site into” menu in the top right corner of the website, then choose the language you want to view. When you start an assessment, it will be in your language.
The Matrix is also available as a free downloadable PDF in 13 languages: French, German, Italian, Persian (Farsi), Arabic, Portuguese (Brazilian), Swedish, Hebrew, Romanian, Bulgarian, Hungarian, Sinhala, and Chinese (traditional and simplified). For PDF translations click here.
We receive many questions about translating the Communication Matrix into new languages. These versions of the Matrix were translated by our own users located in other countries. We greatly appreciate the individuals who have donated translations. Please contact us to discuss the possibility of donating a new translation to make this resource available in a new language.
","userID":2023,"timestamp":"2022-01-27T14:07:07.167","posted":true,"featured":false,"originalPostID":null,"eventDate":null,"eventEndDate":null,"moderatorID":null,"justification":null,"show":true,"views":382,"location":null,"locationLat":null,"locationLong":null,"isEvent":false,"personOrganization":null,"eventStartTime":null,"eventEndTime":null,"PostStars":[{"starID":6132,"postID":24631,"userID":166105,"timestamp":"2022-02-09T07:46:12.157"}],"PostCollectionItems":[]},{"postID":24634,"title":"Free Assessments for Parents ","body":"Although the Communication Matrix is mostly used as an assessment tool by SLPs and teachers, it was updated in 2004 to be used by parents as well. As a parent , your input is one of the most valuable resources for your family member with complex communication needs. You are the one who truly knows how the individual communicates in the home setting, and you are the only one who can provide that valuable information.
We encourage more parents to take advantage of this valuable FREE resource!
Here’s how:
As a parent, what can you do with your assessment results to support your loved one with complex communication needs? Here are some ideas:
As a parent, you are your child’s biggest advocate and spokesperson. We hope the Communication Matrix can serve as a tool as you advocate for accommodations and goals to guide your child’s communication skills. Here’s how:
The Matrix One-page Profile shows what level of communicative behaviors the child uses and what kinds of messages, or communicative intents, are expressed. Look at the Matrix Profile and think about:
The Communication Skills List shows which behaviors the learner uses to communicate and can help you think about what specific behaviors you want to focus on.
As a parent, you may want to understand more about how the assessment is organized so you may better support your child’s communication skills. Here are the basics:
The Matrix is organized into 4 REASONS TO COMMUNICATE that appear across the bottom of the Profile:
Under each of these 4 major reasons are 24 more specific messages that people express.
Each of these messages correspond to the 24 questions you answer as you complete the Matrix.
The specific messages are arranged by Level and Reason, as seen on our “Structure and Organization of the Matrix” tab here.
If you have additional questions as you administer the Communication Matrix, you can contact our customer support at info@communicationmatrix.org
Our online Community pages are free to access and available to everyone. You can post questions, topics for discussions, share information, search events or use our powerful search engine to find answers to your own topics of interest. Both parents and professionals use the Community pages. We encourage you to join them in posting and enhancing our valuable community!
Here are some examples of past posts that are useful for parents:
Parents, if you are looking for information about individuals with the same disorder that your learner experiences, we encourage you to check out the Shared Science section of our website.
The people who use the Communication Matrix – family members and professionals – contribute valuable information to our database. We use this anonymous data to learn more about communication skills in various populations of people with severe communication disorders. So far our database includes information about more than 20 disorders including: Cortical Visual Impairment (CVI), Angelman Syndrome, Fragile X Syndrome, Deaf Blindness and many others.
We truly want the Communication Matrix to be a user-friendly and useful tool for you as you support your child’s communication skills.
If you have questions about how to begin, we encourage you to visit our “Help” pages to view brief 1-2 minute videos to learn more about completing the Matrix.
You will also notice that as you complete the Matrix, each question is supported by a short video clip and/or image to enhance your understanding of the skill in question.
If you have additional questions, please do not hesitate to contact our customer support at info@communicationmatrix.org for assistance Monday through Friday.
Each year at the CEC Convention & Expo, thousands of special education professionals from around the world come together to learn, share, grow, and connect. With hundreds of sessions on just about every topic in the field, the CEC Convention & Expo is THE professional development event for special educators to find research, tips, and strategies you can actually apply to supporting students with disabilities and/or gifts and talents. Join us March 13-16, 2024 in San Antonio, TX
For details: https://cecconvention.org/
","userID":2023,"timestamp":"2023-12-19T12:42:22.26","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-13T00:00:00","eventEndDate":"2024-03-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"San Antonio, TX","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Council for Exceptional Children (CEC)","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24718,"title":"2024 Annual International Conference","body":"Division for Early Childhood's 40th Annual International Conference on young children with disabilities and their families will be in New Orleans, LA. For more information: https://www.decconference.org/
","userID":2023,"timestamp":"2023-12-19T12:54:04.637","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-09-17T00:00:00","eventEndDate":"2024-09-20T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"New Orleans, LA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Division of Early Childhood for the Council for Exceptional Children","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24719,"title":"2024 ASHA Convention","body":"The 2024 ASHA Convention will be held December 5–7, 2024 at the Seattle Convention Center in Seattle, WA. For more information go to https://convention.asha.org/
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. The ASHA Convention brings together approximately 15,000 attendees and offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.
Cal-TASH 2024 ConferenceSelf Determined Life: Recommended for Ages 2-102March 1-2, 2024Sacramento, CA
Cal-TASH invites you to attend our 2024 conference in Sacramento. We have an exciting program planned including keynote speakers, a townhall devoted to Housing, and a variety of breakout sessions. For more information: https://www.caltash.org/confer...
Over the past 24 years, ATIA has been a community gathering for assistive technology practitioners, teachers, parents and caregivers, persons with disabilities and more to learn, network and share on the best in assistive technology. We are excited to gather together for ATIA 2024, January 25 -27, 2024, in Orlando, Florida and virtually!
The ATIA 2024 Conference will offer multiple flexible registration options — including in-person and virtual — allowing you to select the package that works best for you and your teams.
Fore more information: https://s3.goeshow.com/atia/or...
","userID":2023,"timestamp":"2023-12-19T13:15:47.727","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-01-25T00:00:00","eventEndDate":"2024-01-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Orlando, FL and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"ATIA - Assstive Technology Industry Association","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24722,"title":"39th Annual Pacific Rim International Conference on Disability and Diversity","body":"The Premier International Gathering on Disability – Our 39th Year!
Hosted by the Center on Disability Studies (CDS), College of Education, University of Hawaiʻi at Mānoa since 1988, Pac Rim has evolved into an international conference that has welcomed thousands of presenters and attendees from across Hawaiʻi, the nation, and the world.
For more information: https://pacrim.coe.hawaii.edu/
","userID":2023,"timestamp":"2023-12-19T13:21:16.567","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-27T00:00:00","eventEndDate":"2024-02-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":0,"location":"Honolulu, HI and Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Center on Disability Studies, University of Hawai?i at Manoa","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24723,"title":"AER International Conference 2024","body":"Plan now to join us for the AER International Conference 2024! It will be the experience of a lifetime.In addition to learning, we are going to have fun too! The theme of our 40th anniversary conference is One Community - Many Voices in Concert. which echoes AER's new Mission Statement (the mission of AER is to be the unifying voice of specialized education and rehabilitation professionals, yielding the highest quality services to people who are blind or have low vision).
Conference registration will open in early February 2024. Plan on attending the 40th Anniversary Gala and other fun-filled evening events. Stay tuned for details on our off-site excursions.Who will attend the 2024 AER International Conference? We are expecting over 700 vision and other professionals will attend the conference. Orientation and Mobility Specialists, Teachers of the Visually Impaired, Vision Rehabilitation Therapists, Assistive Technology, Low Vision Therapists, professors, and so many, many more professionals will be in attendance and looking for products and services to help them do their jobs and better support their students and clients.
For more information: https://s5.goeshow.com/aerbvi/...
","userID":2023,"timestamp":"2023-12-19T13:30:39.08","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-07-24T00:00:00","eventEndDate":"2024-07-28T00:00:00","moderatorID":null,"justification":null,"show":true,"views":396,"location":"Charlotte, NC","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Association for Education and Rehabilitiation of the Blind and Visually Impaired","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24724,"title":"16th International CHARGE Syndrome Conference","body":"Join us in Phoenix, AZ for the largest worldwide gathering of individuals with CHARGE, their families, professionals and experts on CHARGE syndrome.
Past attendees have compared Conference to a family reunion, a life-changing experience, and equated it to coming home! At Conference, your family will get to share experiences, learn from one another, make lifelong friendships, experience a sense of belonging unlike any other, and hear from the world’s top experts in CHARGE syndrome. You don’t want to miss it!
For more information: https://www.chargesyndrome.org...
","userID":2023,"timestamp":"2023-12-19T13:32:47.093","posted":true,"featured":false,"originalPostID":null,"eventDate":"2025-07-24T00:00:00","eventEndDate":"2025-07-27T00:00:00","moderatorID":null,"justification":null,"show":true,"views":255,"location":"Phoenix, AZ","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Charge Syndrome Foundation","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24725,"title":"ASCEND 2024 Rett Syndrome National Summit","body":"The International Rett Syndrome Foundation is proud to present the ASCEND 2024 Rett Syndrome National Summit. Designed to unite us as a community, this event will bring together parents, families, clinicians, researchers, and Rett organizations from around the world.
Together we can overcome the challenges of Rett syndrome and reach the summit of hope and healing — a world without Rett syndrome. For more information: https://www.rettsyndrome.org/a...
Whether you have been attending the conference for years or are planning to attend your first, the CSUN Assistive Technology Conference, also known as the CSUN Conference, is the ultimate community experience and the premier forum on technology for all persons with disabilities. For over 38 years, California State University, Northridge's Center on Disabilities has sponsored the conference, providing a platform for researchers, practitioners, educators, exhibitors and more from around the world, to engage with each other and share knowledge, innovations and best practices to promote inclusion for all.
For more information: https://www.csun.edu/cod/confe...
","userID":2023,"timestamp":"2023-12-19T13:41:00.497","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-03-18T00:00:00","eventEndDate":"2024-03-22T00:00:00","moderatorID":null,"justification":null,"show":true,"views":218,"location":"Anaheim, CA","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"California State University, Northridge - Center on Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24729,"title":"Closing the Gap Conference 2024","body":"42ND ANNUAL Assitive Technology Conference - OCTOBER 23-25, 2024
For more information: https://www.closingthegap.com/...
If you are a parent or professional supporting a child five years or younger with complex communication needs, join us to learn and share at this third annual virtual learning event! Two days of live sessions with experts, AAC users, and caregivers sharing their knowledge & experiences! AACcessible and The AAC Academy by AACcessible are excited to host this third annual AAC Early Starts (AACES) Conference for professionals and families! The mission of this event is to promote awareness of and education on the holistic supports and services needed to maximize early intervention outcomes for children with complex communication needs. This conference will occur entirely online with live learning sessions and keynote speakers spanning two full days. Topics will focus on the unique needs of complex communicators aged birth through five years and the experiences of AAC users and families from this early stage in their AAC Journey. The scope of presentations will cover the whole child, lending knowledge, support, inspiration, and hope across domains of development. Leading experts across the fields of special education, early intervention, rehabilitation, and augmentative communication will join to share their knowledge and skills in this comprehensive, free, and live event!
For more information: https://www.theaacacademy.org/...
","userID":2023,"timestamp":"2023-12-19T13:51:47.717","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-02-15T00:00:00","eventEndDate":"2024-02-16T00:00:00","moderatorID":null,"justification":null,"show":true,"views":28,"location":"Virtual","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"AAC Academy","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24731,"title":"56th Gatlinburg Conference","body":"The Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities is one of the premier conferences for behavioral scientists conducting research on intellectual and developmental disabilities. It has a rich history that started in Gatlinburg, Tennessee in 1967, and the name of its original location remained. Each year, Gatlinburg Conference brings together scientists from around the world to gather to discuss research and collaborations in the field.
For more information: https://canplan.swoogo.com/DBI...
","userID":2023,"timestamp":"2023-12-19T13:55:27.047","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-04-17T00:00:00","eventEndDate":"2024-04-19T00:00:00","moderatorID":null,"justification":null,"show":true,"views":14,"location":"Kansas City, MO","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24732,"title":"IASSIDD 17th World Congress 2024","body":"The 17th IASSIDD World Conference, the leading international research and practice meetings in the field of Intellectual and Developmental Disabilities, will be held in Chicago from 5-8 August 2024. The Congress theme is 'Reimagining Connections'. Anticipated attendance will be approximately 1200 to 1500 attendees from member countries across the world.
For more information: iassidd2024.org
The 2024 PDE Conference will be offered in a hybrid format - in person at Hershey Lodge or online. Choose the option that's right for you, your school, or your organization. Join Pennsylvania’s educators for the Bureau of Special Education’s signature event.
This annual statewide conference offers an opportunity to learn and engage with nationally recognized presenters, as well as colleagues from across the state, highlighting effective instructional strategies and interventions designed to make an educational difference for all students.
2024 Dates: August 11- 17, 2024
Camper Criteria:
Children and youth 5-21 years old who communicate using AAC systems such as eye gaze accessible speech generating devices, tablets with communication apps, etc. Campers must be able to participate in therapy and recreation activities without requiring one-to-one behavioral support.
For more information: https://csh.recdesk.com/Commun...
","userID":2023,"timestamp":"2023-12-19T14:15:05.087","posted":true,"featured":false,"originalPostID":null,"eventDate":"2024-08-11T00:00:00","eventEndDate":"2024-08-17T00:00:00","moderatorID":null,"justification":null,"show":true,"views":393,"location":"New Jersey","locationLat":null,"locationLong":null,"isEvent":true,"personOrganization":"Camp Chatterbox - AAC Camp","eventStartTime":"--","eventEndTime":"--","PostStars":[],"PostCollectionItems":[]},{"postID":24884,"title":"Paid Summer Internship Opportunity for the Communication Matrix","body":"The Communication Matrix Foundation is looking for a remote summer intern for the summer of 2025. We seek people passionate about supporting children with disabilities and spreading the word about our work. You will have the opportunity to learn more about the inner workings of a non-profit, disability, speech, social media for non-profits. You can become skilled in administering the Communication Matrix assessment and create Custom Reports. The Communication Matrix can be used by speech-language pathologists, teachers, occupational therapists, and researchers working with children or adults with disabilities. You will also have the opportunity to network with board members from around the country with diverse skills in the field of disability services and research.
Responsibilities include:
Requirements:
Preferred:
In a graduate program for speech-language pathology, special education, occupational therapy of related field
About the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
Please send a resume and cover letter to board@communicationmatrix.org.
User Support
The Communication Matrix Foundation seeks a remote, part-time employee to provide outreach and support to the Communication Matrix Assessment and Community of Practice users. Responsibilities for this position include (1) answering user emails and providing support, (2) communicating with the Web Development Team regarding website problems or errors, (3) testing fixes to bugs on the website, (4) developing social media content (5) responding to social media comments as needed to provide support, (6) creating and responding to posts on the Community of Practice, (7) adding events to the Community calendar, and (8) using the Shared Science template to create reports summarizing communication skills of individuals with a variety of developmental disabilities.
Skills and experience required for this position include
1) Associate or Bachelor’s Degree OR 2 years of experience in special education, speech-language pathology, child/human development, educational psychology, or a related field,
2) Strong written communication skills,
3) Basic knowledge of Google Suite Features, Canva, Microsoft Excel, and social media for business (Instagram and Facebook)
4) Ability to meet weekly during standard business hours in Pacific Standard Time
5) Takes initiative
6) Experience communicating with people whose first language is not English is preferred
7) Experience using the Communication Matrix assessment or website is preferred
8) Ability to read and write in Spanish is preferred
Pay is $30.00 per hour, 5-10 hours per week, Monday through Friday. The schedule is flexible. Depending on skills and availability, more hours may be available as projects arise.
Please send a resume or CV to info@communicationmatrix.org.
Description of the Communication Matrix Foundation:
The Communication Matrix Foundation is a private nonprofit 501(c)(3) corporation. We are passionate about improving outcomes for individuals with complex communication needs worldwide. The Communication Matrix has created an online assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing. Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.
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